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Past  and  present  school  activities  and  scnool  program  of  the 
.  ethodist  Episcopal  Church,  South,  in  seven  centers  of  its 

Mexican  Work 

Clarinda  Corbin 
A.B,  (Occidental  College)  1918 
THESIS 

Submitted  in  partial  satisfaction  of  the  requirements  for  the 

degree  of 
MASTER  OF  ARTS 
in 
Education 
in  tJie 
GRADUATE  DIVISION 
vttt^a-  of  the 

UNIVERSITY  OF  CALIFORNIA 

Approved  . .  /n  \6:  .Yl  i  V-KU  t^.% 

Instructor  in  Charge 


Deposited   in   the  University  Litirary   , 

Date  Librarian 


iiviJos   Xooiioa   .Jnsaeiq   biie   J-s  j  i 


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DUCATION  DEFT. 


EDUCATION 


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COHTENTS 


Page 

Introduction • •  I 

!•   Varloufl  Attitudes  Towards  Mexico   I 

2*   Statement   of  the  Problem ••  II 

3.   Procedure  In  Attacking  the  Problem   •.•••••..  Ill 

4  •   Definition  of  Terms   IV 

A.  Clylc  Education   IV 

B*   Democracy   V 

Part  I.  An  Historical  Sketch 

Chapter  I.  The  Entrance  of  the  Methodist 
Episcopal  Churchy  South  Into 

Mexico , 1 

1*  Some  Fundamental  Teaching  of  Methodlm  1 

2.  Ale  Jo  Hernandez  Opens  the  Way  for 

Southern  Methodism  to  Enter  Mexico  • • •  2 

3 •  Sostenes  Juarez 4 

4.  Bishop  Keener  Initiates  Southern 

Methodist  Work  at  the  City  of  Mexico  .  6 

5*  Development  of  the  Work  along  the 

Border  and  In  the  Interior 9 


Chapter  II.  The  Initiation  of  the  Educational 

Program •♦.♦pt H 


Chapter  III.  The  Establishment  of  Laredo 

Seminary •♦^••»  14 


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Page 

Chapter  IV.  The  Founding  of  Colegio  Ingles  ••♦••.  28 

Chapter  V.  History  of  the  Methodist  Schools 

at  Monterey  ••••••••••••••••••••••••  50 

A*  Laurens  Institute  ••••••••••••  31 

B*  Colegio  Ingles  Espanol  36 

Chapter  VI.  The  Extension  of  the  Educational 

Effort  to  Durango 38 

Chapter  VII.  Southern  Methodism  Enters  Chihuahua 
The  Establishment  of  Palroore  Col- 
lege  •«•«•••••  43 

Chapter  VIII.  The  Educational  Activities  Begun 

at  El  Paso  ....•••• •• 50 

Chapter  DC.  The  Further  Development  of  the 

Educational  Work  at  El  Paso  ••••••••   56 

Chapter  X.  The  Establishment  of  Wesleyan   * 

Institute  ••••.••••••*•••••••«••  59 

Chapter  XI.  Summary  of  the  Civic  Values  of  Past 

School  Activities  of  Southern  Method- 
Ism  in  Seven  Centers  of  Mexican  Work 

A.   Developmental  Contributions..  64 

,  B«  Projective  Contributions  •»«•  6i 

(1)  Training  at;  Laredo  ••••^i*  M 

(2)  Vocational  Tralnifig  •••••  64 

(3)  Diffusion  of  the  Spirit 

of  Nelghborllness 65 

(4 )  Development  of  Sense  of 

Responsibility 65 

Part  II.  The  Present  Status  of  the  Schools 

Introdt;ictlon ••••••••   67 

Chapter  I.  The  Questionnaire •••..   68 


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1.  Diseuaaion  of  the  Questionnaire  •••••    69 
A*  Segregated  or  Coeducational 


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B.  Faculty  and  Enrollment •*•  78 

C*  Qualification  of  Faculty  ••••••••  73 

D*  Profeaaional  Training  of  Faculty 

While  in  Service •••  75 

E«  Length  of  School  Sessions ••  74 

F*  Systems  of  Marking 74 

O*  Extra  Curricular  Activities  •••••  74 

H.  Physical  Examinations  ••••••^»f|«  76 

I.  School  ^^^^^.ffffffffftfffpf^Bff  ^^ 

J«  Athletics  •'»•»•#•#♦ • 76 

K,  Alumni  A8sociatlO|if ,^^,,^tf ft ••••  76 

2.  Findings  of  the  Questionnaire •  77 

Chapter  II.  The  Curricula*;    ,  -^^* 

1.  Course  of  Study  for  the  Elementary 

Grades  of  Texas  Public  Schools  81 

2.  Course  of  Study  for  the  Elementary 

Qrsdes  of  the  Mexican  Public  ScTools  86 

3.  Course  of  Study  of  the  Texas  Second- 

ary Schools  ••••••• ••••••••••  88 

4.  Course  of  Study  of  the  Preparatory 

Schools  of  the  State  of  Nuevo  Leon  •  89 

5*  Summary  of  the  Civic  ContribTxtlons 
Tla^CRigh  the  Subjects  of  Study 

Offered  •••••••«• 91 


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Chapter  III.  Three  MOveawnts  whieh  have  Affeeted 

the  Present  Status  of  the  Sehools  .••  98 

1.  Post  War  Effects  92 

2.  Zoning  of  the  Missionary  Territory  •«••••  94 

3*  The  Missionary  Contenary  •••• 97 

Chapter  IV.   SuBUDsry  of  the  Present  Status  of  the 

Schools ••••• 102 

Part  III*  The  Future  Educational  Progran  of  the 
Methodist  Church,  South »  for  Mexico 

Introduction  •••••••,#•••••••••••••••••••••••••••••••  104 

Chapter  I*   Soae  Outstanding  Needa  of  Mexico 105 

!•  Political  •••••••• •••••«##•••  105 

2.  Beonofflie  •••• ••••• 106 

3*  Educational •• •••••  109 

4.  Social  110 

Chapter  II*  Suggest! cms  for  the  Future  Education 

al  Prograa  of  the  Methodist  Episcopal 
Church,  South,  in  Mexico •••••«••  115 

1*  A  Svirvey  of  Rational  and  Educational 

Conditions  •••«••••••• •^msmmm   114 

2*  Appointment  of  a  Superintendent  of 
Education  of  the  Southern  Methodist 
Sehools  ••••••••••••*•••*• ••*•  114 

3*  Specific  Suggestions  which  could  he 

Put  into  Effect  at  Once •*•••  115 

A.  Integration  and  Differentiation 

AS  Deteminants  •••••••••••••••••»•  115 

B*  The  Master  Objective  of  CiTle 

Education ••••*   116 

C*  Seven  Objectives  for  the  Attainment 

of  the  Master  Objective  •• *••  116 


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(I)  ItoAlth 117 


(2)  CooMLnd  of  th«  I^iuida- 

■ental  Proeessea  ••••••  118 

(3)  Worthy  Home  Membership  .  118 

(4)  Vocational  Training  ••••  119 

(5)  Citizenship 122 

(6)  V.orthy  Use  of  Leisure  ..  124 

(7)  Ethical  Character 124 

4.   Conclusion  126 


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INTRODUCTION 


Because  of  her  wealth  of  reeoiirces,  her  mag- 
nlfloent  seeneiry^  her  varied  climate,  her  quaint  custcma 
produced  by  the  mingling  of  Indian  and  old-world  races , 
her  civilisation  which  was  already  old  and  well-established 
when  the  Spanish  conquerors  landed  on  the  shores  of  the 
new  world,  Mexico,  through  legend  and  story  long  has  been 
regarded  as  the  land  of  El  Dorado* 

Then  came  the  cataclysmic  revolution  led  by  the 
Ill-fated  Madero,  pliinglng  the  nation  into  ten  years  of 
strife  and  chaos;   pushing  the  features  which  once  fascin- 
ated and  delighted  far  into  the  background  and  revealing 
In  their  stead  grave  weaknesses  and  glaring  Imperfections. 

There  have  been  varying  reactions  to  this  changed 
Mexico*  Some  have  had  their  faith  shaken  In  her  ability 
to  develop  Into  a  self-governing  nation*   Some  have  washed 
their  hands  of  her  and  turned  away  In  dusgust*  Other  have 
concluded  that  all  Mexicans  are  cut-throats  and  bandits  and 
that  as  a  nation,  Mexico  should  be  annihilated  or  subjected 
Still  others  have  maintained  that  what  Mexico  needs  Is  op- 
portunity;  that  If  she  Is  given  co-operation  and  friend- 
liness of  attitude  she  may  yet  take  her  place  among  the 


II 


nations* 

The  following  titles  of  publications  which  have 
Appeared  since  the  downfall  of  the  Diaz  regime  are  indic- 
ative of  these  various  attitudes: 

•miat  is  the  Matter  with  Mexico?" 
''-*'   '        "Is  Mexico  ?iorth  Saving?" 

"Day-break  or  Delusion  in  Mexico?" 
"Barbarous  Mexico*" 
^*  "   "A  Tonic  for  Mexico." 

"Mexico  is  Our  Vext  Job." 
"The  Plot  Against  Mexico." 
"Understanding  Mexico." 
^a#     *The  Other  Side  of  the  Mexican  Problem." 
It  is  significant  that  the  expressions  from  the 
pens  of  men  who  represent  various  Protestant  Church  Organ- 
izations in  Mexico,  have  insisted  vigorously  that  Mexico 
must  be  allowed  to  work  out  her  own  salvation  as  a  nation, 
and  have  urged  the  necessity  of  a  sympatheile  and  patient 
attitude  on  the  part  of  the  United  States,  instead  of  a 
drastic  military  policy. 

The  leaders  of  the  Methodist  Episcopal  Church, 
South,  are  among  those  who  have  believed  in  Mexico  and  who 
continue  to  believe  in  her  in  spite  of  the  dark  pages  in 
her  recent  political  history;  regarding  the  decade  of 
revolution  Just  past  as  incidental  in  her  strixggle  to 


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establish  herself  as  a  republic;  considering  it  as  the 

Siitci  ©l¥i^  e 

blind  groping  of  a  weaker  nation  to  find  her  way  aloog 
the  "road  to  democracy." 

Uere   sympathy  and  feelings  however »  drift  into 
a  weak  sentimentality  unless  they  be  tempered  with  express* 
ion  in  vigorous  constructive  action.   The  question  then 
arises:  Has  the  Methodist  Fpisoopal  Church ,  South,  made 
any  contribution  to  the  civic  advancement  of  Mexico? 

An  examination  of  the  entire  field  of  activity 
of  Southern  Methodism  is  too  extensive  for  the  purpose  of 
this  study,  therefore  the  subject  is  limited  to  a  consider- 
ation of  a  portion  of  the  educational  phase  of  the  work. 
It  presents,  A  Study  of  the  Past  and  Present  School  Activl-^ 
ties  and  School  Program  of  the  Methodist  Episcopal  Church 
South,  in  Seven  Centers  of  its  Mexican  ?>ork.  The  purpose 
being  to  determine  whether  the  Schools  have  contributed  in 
the  past  to  the  development  of  civic  progress  in  Mexico; 
to  ascertain  if  the  present  institutions  are  contributing 
to  Mexican  Civic  education;  and  finally  to  suggest  whet 
the  procedure  of  these  schools  must  be  if  they  meet  their 
future  responsibility  of  stimulating,  guiding,  and  co-op* 
erating  in  the  development  of  Mexico  as  a  democracy. 

The  method  of  attacking  the  problem  ila  throtagh 
an  examinaticxi  of  the  history  of  the  schools  with  the  ob* 
jectives  of  finding  what  the  motives  were  in  founding  them. 


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how  they  developed,  and  the  ways  the  cause  of  civic  educa- 
tion was  advanced  through  them*  Detailed  quotations  are 
made  from  the  sources,  which  coisist  of  personal  letters, 
from  some  of  the  founders  of  the  schools,  and  the  diaries 
and  scrap  books  of  the  Rev.  J.  F.  Corbin,  a  veteran  mission- 
ary of  the  field,  because  much  of  the  data  here  presented 
have  been  available  to  only  a  few  individuals. 

Following  the  historical  sketch,  the  further  pro- 
cedure is  a  consideration  of  the  present  status  and  policies 
of  the  schools  and  their  relation  to  civic  thought  as  reveal- 
ed through  replies  to  a  questioxm&ire,  ti:^*0Mgh  current 
catalogues,  through  courses  of  study  and  through  other  church 
publications. 

Having  coi.sidered  the  past  and  the  present,  the 
next  phase  deals  with  the  future  problems  and  the  factors 
inherent  in  these  problems.   The  conclusion  consists  of 
specific  suggestions  based  on  modern  educational  theory  re- 
garding the  future  contributions  the  schools  of  the  hSethodlst 
Episcopal  Church,  South,  may  make  in  the  advancement  of  Mexico 
toward  the  goal  of  deinooracy. 

Definition  of  Terms 

It  is  essential  that  certain  terms  be  defined  at 
the  outset.  Civic  education  is  to  be  regarded  as  a  part  of 
the  wider  term  social  education,  and  as  meaning  preparation 


VI 


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for  worthy  group  membership. 

The  form  of  group  life  in  Mexico  is  nominally 
that  of  a  democracy.   Since  1821  when  Mexico  freed  herself 
from  the  yoke  of  Spain ,  she  has  been  endeavoring  to  establish 
herself  as  a  d«nocracy«  In  the  face  of  inconceivable  odds 
the  people  of  Mexico  have  clung  to  the  ideal  of  popular  gov- 
ernmei^t.  Vile  are  Justified  then  in  defining  civic  education 
for  Mexico  as  preparation  for  group  life  in  a  democracy*  The 
terms  civic  education  and  education  for  democracy  may  there- 
fore be  considered  as  interchangeable. 

"Democracy  is  fundamentally  a  set  of  progressive 
ideas,  ideals  and  purposes*  It  is  a  creed >  based  on  the  thesis 
that  every  human  being  is  of  infinite  worth  and  has  the  power 
of  growth.  Government  in  a  democracy  is  the  mechanical  means 
by  which  this  creed  is  expressed*  It  is  government  of  the 
people,  by  the  people  and  for  the  people*" 

Corrollaries  of  these  facts  are  the  affirmations; 

That  all  human  beings  have  the  power  of  choice 
after  deliberation*   Upon  this  rests  the  belief  in  popular 
sovereignty* 

That  all  are  potentially  free.   This  forms  the 
basis  for  the  principle  of  equal  rights  under  the  law* 

That  co-operative  action  is  essential  for  the 
realisation  of  the  highest  good  to  the  greatest  number* 
This  gives  rise  to  the  concepts  of  loyalty  and  responsibility. 


^DlOilO   to 

«£iJ  *soi:  iMic  *  ax  ii 


VI 


both  of  which  are  fundamental  to  group  welfare," 

Inseparable  from  American  interpretation  of 
democracy  are  the  principles  of  liberty  of  coib  cience, 
freedom  of  worship,  separation  of  church  and  state,  free- 
dom of  speech,  freedorri  of  the  press,  and  equal,  though  not 
necessarily  identical,  opportunity  for  education. 

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1.   Lectures  of  Dr.  Alexis  F.  Lange,  University  of  California 
1922.   Course  -  Civic  Educationl^l  *  *^  ,  ^ii. 


,i:ciJi..;  . ....     ...  ... 


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-1* 


PART  I 
All  HISTORICAL  SKETCH 

CHAPTER   I 

The  Lntrance  of  the  Methodiet  Episcopal  Church, 
South,  Into  Mexico. 


Since  the  days  when  John  fiesley,  the  founder  of 
Methodism,  cane  preaching  a  message  directed  to  the  heart 
of  man,  and  at  the  same  time  proclaiming  "The  world  is  my 
parish,"  {Methodism  has  been  both  subjective  and  objective 
in  character,  Lesley  tai^ht  that  religion  in  its  subject- 
ive aspect  was  a  "heart  experience"  of  man*  That  the  in- 
dividual owed  supreme  love  and  devotion  to  God,  but  that 
he  was  a  free  moral  agent  and  no  force  could  compel  him  to 
yield  this  allegiance.   The  objective  aspect  consisted  in 
the  teaching  that  once  man  placed  himself  in  the  right 
relation  to  God,  his  outward  life  became  characterized  by 
moral  rectitude  and  love  of  neighbor  as  of  self,  and  that 
he  would  seek  to  extend  to  others  the  privileges  and  oppor- 
tunities he  himself  enjoyed.  The  Methodists  believed  and 
taught  that  *  the  gospel  wa&  needed  by  all,  meant  for  all. 


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and  adapted  to  all."  Thus  Mothodism  from  the  beginning 
had  a  world-prqgram.   Though  the  chiirch  has  only  partially 
realized  the  significance  of  this  teaching,  and  though  her 
plans  have  often  been  but  feebly  executed,  the  ideal  has 
remained  at  the  very  center  of  her  doctrine. 

It  is  natural,  then,  that  American  Methodism 
with  these  principles  as  an  heritage  should  have  expanded 
its  work  to  the  field  of  Mexico  when  the  opportunity  pre- 
sonted  itself.  The  nan  who  opened  the  way  for  the  Methodist 
Episcopal  Church,  South,  to  enter  Mexico  eras  Alojo  ..ernandez, 

Hernandez  was  born  in  the  state  of  Aguas  Calientes, 
and  because  his  parents  were  wealthy  and  belonged  to  the 
Church  party,  they  planned  to  educate  him  for  the  priest- 
hood*  He  was  sent  to  the  Seminary  and  later  to  College* 
But  he  turned  against  the  church,  adopted  infidelistic 
views  and  determined  he  would  never  become  a  priest*  He 
ran  away  frosi  college.  Joined  the  army  against  I^axiniilian, 
was  later  taken  prisoner  by  the  B'rench  and  after  much  suffer- 
ing and  many  hardships  he  found  himself  on  the  American 
border  near  Brownsville,  Texas,   ^hile  there,  Seymoure's 
"Evenings  ;iith  the  Romanists"  fell  into  his  hands*  He  saw 
it  was  opposed  to  Romanism  and  consequently  supposed  it  to 
be  against  all  Christ! unity*  He  read  it  expecting  it  to 
co.^irm  his  infidelity*  It's  caistant  reference  to  the 


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-3- 


Blble  aroused  a  desire  to  secure  a  copy  In  Spanish.   This  he 
succeeded  in  doing,  and  came  to  a  knowledge  of  the  Gospel. 
In  addition,  the  allusions  to  protestant  Christianity  by 
Seymoure  led  him  to  go  to  Brownsville  in  search  of  a  protest- 
ant service*  Describing  this  experience  he  says:  **I  was 
seated  where  I  could  see  the  congregation,  but  few  could  see 
me.   I  felt  that  the  Spirit  of  Ood  was  there,  and,  though  I 
could  not  understand  a  word  which  lik#1l^#  X  felt  my  heart 
strangly  warmed.  Never  did  I  heal^  ill"  olrii^' pliy  iore  sweetly, 
never  did  hunan  voices  sound  so  lovely  to  me,  never  did 
people  look  so  beautiful,  as  on  that  occasion.   I  went  away 
weeping  for  holy  Joy."  ^ 

Hermandes  went  back  to  Mexico  to  work  among  his 
people,  but  everywhere  he  met  with  abuse  and  opposition. 
Finally  an  American  friend  suggested  that  perhaps  he  would 
be  better  received  if  he  should  identify  himself  with  some 
church.  Acting  upon  this  advice  he  returned  to  Texas  and 
joined  the  Methodist  Spiseopal  Church  South  m%  ClMP^IiOhristi. 
In  1871  he  was  received  *'on  trial"  by  the  West  Texas  confer- 
ence. He  was  ordained  by  Bishop  Marvin  and  appointed  to 
establish  a  mission  at  Laredo,  Texas.  In  1872-^  be  was 
appointed  to  Corpus  Christi  from  which  place  he  was  sent  in 


1  Scrap-book  I  of  Rev.  J.  F.  Corbin.  Page  4S,  cols.  1  &:  2, 


.  tsqsoO  srii   lo  ©gf^Xwoail  »  o^   smuo   tea  ,3|aJto&  al 


.&    as'   ^  ..-...■-     ^'.■■.-  -..,|^*tO''^    I 


-4- 


1873  by  Bishop  Keener  to  initiate  the  work  in  the  City  of 

Mexico. 

A  second  man  who  played  an  important  part  in  the 
entrance  of  Southern  Methodism  into  Mexico  was  Sostenes 
Juares*  Before  Hernandez  had  come  into  touch  with  Protest- 
antism on  the  border,  Juarez  had  come  into  possession  of  a 
Bible  in  French,  brought  over  to  Uexico  by  a  priest  in 
Haximillian's  army.   Upon  reading  it  he  said  to  himself, 
"This  is  &  better  weapon  with  which  to  fight  the  "Clero"  ^ 
than  the  Sword  •**  ^ 

Re  organised  a  group  of  seven  of  his  friends  for 
the  purpose  of  Bible  study  and  worship.  This  voluntary 
ssbociati  ai  was  known  as  "The  Society  of  Christian  Prieixls." 
They  held  services  every  week  with  Juarez  as  teacher  and 
preacher.   When  Bishop  Keener  visited  fi4exico  In  1675  with 
the  purpose  of  establishing  a  church,  at  the  Bishop's  in- 
vitation, Juarez  identified  hiaself  with  the  Methodist 
Episcopal  Church,  South,  and  became  a  pr— nhT»  remaining 
on  the  effective  list  till  his  dostn  in  1891.  The  Bible 
and  small  desk  which  he  used  in  the  days  of  his  ministry  to 
the  "Society  of  Christian  Friento,*  together  with  the 


1.  Clero  -  clergy. 

2.  Winton.   A  New  Era  in  Old  Mexico.   Page  190. 


I  o4  *ieno€ 


M^-  c  ilboijJm^ 


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-5* 


original  raai^uscript  regulations  under  which  the  group  was 
organized,  are  now  in  the  mission  rooms  at  Nashyille, 
Tenniissee*^ 

The  following  letter  by  Bishop  John  C*  Keener 
gives  an  account  of  the  beginning  of  the  work  111  the  City 
of  Mexico*  Be  says: 

v.,t   "Some  thirteen  years  ago,  (1675)  I  started  fron 
New  Orleans  for  the  City  of  Mexico.  The  purpose  was  slowly 
foraad  but  unexpectedly  to  me  durXm  i^  JUmU^oi^Rry  anniver- 
•ary  of  the  Louisiana  Conference*  Bishop  Pierce  had  Just 
finished  speaking.  1  arose  and  added  somewhat  and  alluded 

to  the  field  of  Mexico  a%  ^S^   ^  ^®  ^'^▼^■^^  <pA  eited 
fact  that  1  had  seen  a  Mexican  who  had  come  out  of  Mexico  in 
search  of  Christianity;   and  who  had  been  raysterioasly  brought 
to  Clu;%i4JLii,3rownville,  Texas,  mhlim   worshipping  in  s 
Protestant  audience;  and  that  I  had  both  seen  and  appointed 
him  at  the  West  Texas  conference,  only  a  few  weeks  before* 

Prom  the  back  of  the  congregati^o  Mpsoo^  asked  if 
I  would  go  the  City  of  Mexico  if  the  money  was  pledged  to  pay 
my  expenses*   1  answered  'Yes*,  and  Brother  Wamsley  opened  , 
the  subscription  for  raisin||^j|  miwand  dollai||4l^^^|G|24  by 
giving  one  hundred*  The  amount  was  soon  made  up. 


h  ^i  .    1 1  i^4. ,, 


1*  'Mexico  To-day.   Page  179*  q.Bj|^^r|^, 


iO 


b 


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m^m  a»Qli*, 


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-6- 


The  following  Sabbath  morning  I  arose  early  and 
vent  down  to  the  vessel.   The  craft  was  the  Tobasco*  It 
was  Intensly  Spanish  In  Its  makeup;   shape «  crew,  cabin , 
captain  all  had  a  Mexican  Imprint*  At  8  a.m.  she  hauled 
In  her  lines  and  steamed  down  the  river.  This  gave  me  full 
time  for  meditation.  It  was  a  venture  under  the  spirit. 
I  felt  strangly  alone.   What  1  should  do  In  a  land  where 
even  the  tongue  was  unknown  was  left  to  the  opening  of  an 
imseen  hand.....  It  eo  happened  that  the  railroad  was  just 
opened  and  I  went  up  to  the  €lty  of  Mexico  on  the  first 
tlvough  train.   The  scenery  of  the  Cordilleras  repaid  me  for 
all  the  odors  and  motions  of  the  Tobasco.  The  Southern  Cross 
stood  out  over  the  land  of  the  A^tec  In  brilliant  significance 
'Mexico  for  the  Savior.'  Yet  the  first  few  hours  In  the  city 
alternated  between  hope  and  fear.   Sometimes  It  seemed  Im* 
possible  to  make  a  lodgement  with  the  slender  resources  at 
comjnand  . 

A  good  providence  sent  to  my  aid  a  poor  man. 
Christian  Breme,  a  Swede »  and  a  translator  for  ?^.axlmilllan, 
who  spoke  English  well.  He  found  our  noble  Sostenes  Juarez 
and  brought  him  to  me.   It  was  through  these  two  that  I 
bought  the  old  Chapel  of  the  Capuchins  on  Fifth  Street. 
Well,  It  wsb  a  great  triumph  as  It  was  the  first  property 
bought  by  Methodism  in  Mexico.   In  two  or  three  weeks  I  had 


BBC^ 


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q  u  Mm  '  :.-3l."?o*iq    &>•: 


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•  fiC'.-in    _?£? 


-7- 


arranged  for  repairing  the  chapel,  had  placed  Ale Jo  Hernandes 
in  it  and  returned  home."  ^ 

Bernai^dea  and  Juaxes  ...ade  u  ^e*t  impressioa  u^on 
Methodism  in  the  United  States.   That  one  should  have  to  come 
out  of  his  native  land  in  search  of  Christianity,  and  that 
the  Bible  was  not  aooessible  to  the  pibp^e ^llf  iixloo,  stirred 
the  church  to  action.  Appeals  for  men  and  money^  t^  prosecute 
the  work  were  sent  throughout  the  church  and  met  with  success. 
'  ft'  had  been  feared  when  Hernandes  was  sent  to  Mexico 
City  that  the  work  along  the  border  would  die  out  entirely. 
But  this  was  not  the  case  for  when  the  West  Texas  Conference 
net  in  1874  three  Mexican  men  who  had  come  to  a  knowledge  dr 
the  gospel  presented  themselves  requesting  admission  "on 
trial."  They  were  accepted  and  the  Border  Mexican  District 
of  the  West  Texas  Conference  nas  organized  with  Rev.  A.  H. 
Sutherland  as  Presiding  Elder. ^  ''  ■^^m.^um^^i,   i«^K^.q: 

American  Missionaries  began  entering  the  field  both 
along  the  border  and  in  the  interior.  These  men  came^ifl^   ®*^  * 
response  to  a  deep  religious  impulse  and  under  the  conviction 
that  Juarez  and  Hernandez  were  typical  of  a  group;   that  there 
were  hundreds  throughout  Mexico  who  woal^  accept  the  Ch^i€lan 


1.  Scrapbook  ( J.F.Corbin) ,  Vol.  I,  page  13,  col.  2.  '   **'  ®^^^^ 

2.  I.G.  John,  Handbook  of  Missions,  page  255. 


^■.•-  '    .   .      . '^^i in 2, tie  1*1;,. 

aoi^.  jasa  sis®  i.  -1©;;:  i.  siasi  iisa^i  i^^iii.j 

11  3%aoIa  sC*xo*^^ 


" ,  -v--  mite- 


Ia. 


oi^^Olvno  '    9rf^ 


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^*©fcr^. 


-8- 


faith  If  they  were  but  given  the  opportunity*  The   very 
nature  of  the  teneta  of  the  Christian  faith  which  these 
■•n  sought  to  promulgate^  together  with  the  heritage  of 
ideals  which  was  theirs ^  because  they  were  citlsens  of  a 
country  where  freedom  of  worship,  liberty  of  conscience, 
access  to  the  Bible,  and  the  education  of  the  people  were 
inalienable  rights,  made  them  cry  out  against  the  conditions 
which  they  encountered  in  Mexico,  The  following  illustrates 
the  point  in  question: 

"There  is  a  class  who  are  longing  for  the  light. 
They  are  stretching  out  their  hands  and  saying,  'Oive  us  the 
light;'   the  Bible  they  hail  as  a  book  sent  from  Qod  and  read 
it  with  an  avidity  which  would  put  us  to  shame.  They  are 
sick  of  Rome,  weary  of  their  heavy  burdens  and  longing  for 
something  better. 

We  submit  when  the  teachers  of  the  dominant  religion 
of  a  nation  publicly  burn  the  Bible,  endeavor  to  keep  the 
people  in  ignor&nce  and  encourage  their  blind  dupes  to  assass- 
inate ministers  of  the  Gospel.   Kexico  is  in  need  of  mission- 
aries.  In  the  name  of  religion  these  teachera  have  withheld 
knowledge  of  the  true  God,  taught  idolatry,  impoverished  the 
people,  enriched  themselves,  blimted  the  intellect,  destroyed 
the  conscience  and  Impeded  the  progress  of  the  nation  at  every 
step."  ^ 


1.  Article  signed  "A  Missionary."  Scrapbook  (J.P.Corbin) 
Vol.  1;  page  45;  col.  5. 


JC    3A^^.tl 


^  t  ^ , ,  * ....  „  , .. .  — .     ^.  ^1 


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-9- 


Tha  plans  to  dTingilisi  texioo  and  extend  the 
work  and  influence  of  the  Methodist  Episcopal  Church,  South, 
sere  far-reaching  from  the  beginning,  as  is  stown  by  an 
early  report  of  A.  H*  Sutherland:   "At  the  earliest  possible 
moment  I  want  to  occupy  Saltillo,the  capital  of  Coahuila , 
and  Chihuahua,  capital  of  the  State  of  the  saae  name.  I  may 
safely  say  that  there  are  fifty  places  shiri'  ia  nailfy  mission- 
aries could  be  advantageously  introduced  in  the  four  Stattfi'"^^ 
of  Uexico  immediately  bordering  Texas —Tamanli pas,  Huevo  Leon, 
Coahuila  and  Chihuahua.  Besides,  I  am  very  anxious  to  extend 
our  operations  to  the  Pacific  Coast  along  the  b orders ^^^  the 
tvo  nations***  ^ 

The  work  developed  rapidly  and  by  1684  there  were 
52  "mission  stations**  in  the  Mexican  Border  Mission  and  in 
1885  it  was  organised  into  the  Mexican  Border  Conference.  ^ 
The  Central  Mexican  Mission  with  head  quarters  in  the  City  of 
Mexico  had  under  the  leadership  of  Rev.  J.  T.  Davis  and  later 
\uider  Dr.  1.  M.  Patterson  a  correspondingly  rapid  development. 
The  report  for  1684  shows  that  six  districts  had  been  organ- 
ized under  the  direction  of  six  competent  Presiding  Elders; 
that  there  was  a  membership  of  1,614,  a  working  force  of 


1.  I .a. John.   HandBook  of  Methodist  Missions,  page  256. 

2.  I.G.John.  BandBook  of  Methodist  Mission^,  page  269. 


td$uc 


'il4    ikH 


s 


"»  «-'^'  **  ^*^  "^    «T-9  |^«|j^g   SAO  1  ^ ' 


---V   ^N     <     ii!%. 


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.9*  It©  .oioov 


-10- 


6  mlssicnaries,  and  61   native  preachers.   This  too  was  organ- 
ized into  a  Conference,  in  1886. 

Thus  not  only  were  the  religious  teachings  extended 

twills 

to  Mexico,  but  also  the  methods  of  discipline  and  organization 
of  the  i.ethodist  Episcopal  Church,  South,  were  transplanted. 
For  the  Mexican  preachers  this  meant  experience  and  partici- 
pation in  the  governmeat  pf  tiie -cJaui^ch.  r  For  the  church  it 
meant  greater  effectiveness  in  the  prosecution  of  its  progran . 
All  of  the  forces  were  now  marshalled  for  a  greater  advance. 
All  was  in  readiness  to  make  effective  the  conditioa  so  vividly 
expressed  in  an  old  Moravian  version  of  the  Lord's  Prayer  which 
substitutes  for  the  phrase  "Thy  kingdom  come",  the  expression 
"and  that  of  H^^s  kingdom  there  shall  be.no  frontier."  ^ 


i#0 


Im     iMi 


1.  I.G.  John.   Hand  Book  of  Methodist  Mission,  page  248 

2.  J. A.  Francis.   Christ's  Mold  of  Prayer-. 


••     .  X..         -.-..        .i  .     -    ..  ,    ...  ..........        ..       -^ .  -..ap',.'      ^ 

bsbnsixQ   sgnirloesi   sj^joI^IXsi  ed^   ^rt®;.    .^  .   ... 


>>  c^    -'.,  ^         L'_/         ^ 


JiB'l^O-..  ....... 


-11- 


CHAPTER  II 
The  Initiation  of  the  Educational  Program. 

So  rapidly  had  this  work  Of  the  Methodist 
Episcopal  Churchy  South,  among  the  Mexicans  advanced, 
and  80  Bwny  were  the  demands  for  the  establishment  of 
churches  and  the  religious  «ork»  that  the  General  Board 
of  Missions  had  had  neither  money  nor  workers  for  any  hut 
the  purely  evangelistic  phase  of  the  work*  The  mission- 
aries had  hardly  entered  the  fi»I#  until  they  began  to 
urge  the  need  of  schools.  It  was  iapossihle  f or  4lift 
General  Board  to  meet  the  demand »  but  there  was  an  organ- 
isation which  had  been  developing  anong  the  woiaen  of  the 
church  which  was  destined  to  meet  this  need  •  This  organ- 
ization had  grown  fron  a  sn&ll  local  Bdssionary  society  into 
a  number  of^cconectional  societieHiV  a)^  fii^l^y  had  gained 
such  proportions  as  to  be  fully  authorized  aud  empowered  by- 
the  General  Conference  of  1876  to  organise  under  a  constitution. 
The  original  name  of  this  body  «•;•  ''Xte  0ez)M:*eltuJ^»»aut4ve 
Board";  this  gave  place  later  to  the  title  *'WoaMkn*8  Board  ^ 
of  Missions."  ^ 


1.   Haskin.   Women  and  Missions,  pages  20-21  • 


>i.  %im;.'iiQ 


•n; 


■om  mi 


*  li. 


>  L^iaoi*?   I  AC  Urn  14 


bad  £ioiigsi 


ad  c 


^J^^4 


-12- 


Aa  early  as  1679,  A.H.  Sutherland,  who  was  in 
charge  of  the  Mexican  Border  District,  began  urging  the 
great  need  of  Christian  education .and  pleading  that  the 
children  of  Uexico  should  be  included  in  the  plans  and 
purposes  of  the  Woman's  Board  of  Missions.  Rev.  Joseph 
Norwood  took  up  the  plea, and  in  1880  Mrs.  Norwood  at  Laredo 
and  Mrs.  Sutherland  at  San  Antonio  received  some  girls  into 
their  homes  for  instruction  as  a  preparatory  step  towso^ds 
the  establishment  of  a  school.  ^  Circumstances  arose  which 
made  Laredo  the  place  chosen  for  the  school.   Laredo  had 
been  the  place  selected  for  the  establishment  of  the  first 
religious  effort  when  Alejo  Hernandez  began  his  labors,  and  it 
was  but  natural  that  it  was  chosen  as  the  place  in  which  to 
initiate  the  educational  program.   Throughout  the  entire 
history  of  the  schools  it  is  noticeable  that  the  way  each 
time  for  the  establishment  of  the  schools  is  blazed  by  the 
church.   No  sooner  was  the  boundary  of  the  religious  effort 
extended  and  another  outpost  established  than  a  correspond- 
ing development  took  place  in  the  educational  work.   The  de- 
velopment in  territory  to  which  this  discussion  is  limited  is 
bound  up  with  the  story  of  the  development  of  the  Lloxican 
Border  kisbion  alone,  and  consequently  the  discussion  of  the 


1.  Holding.   A  Decade  of  ^/ii  as  ions,  page  1. 


-^i- 


'li^ii'f 


^si4  i^n^  »i4d©rw  fnc-^i*^ 


S-: 


-.hn.>'-!r;svT«'- -      ?>     i^A.-O      fs^f  t:*  f -f  if  fikJM  ;^     A  M'i&Jl  Att)     ^f&Mj-  bfiflff-^- 


-0 


-13- 


development  in  the  Central  Mexican  MisaloTi  is  omitted* 
Laredo  Seminary  was  the  first  school  established, end  the 
story  of  its  development  claims  just  attention. 


5*J*i^i- 


^u'*. 


if    *lr 


--^^El* 


Oct,  %l  :m   in   fmj_^ ^ag 

CHAPTER  III 
The  Establishment  of  Laredo  Seminary. 

In  1661  a  piece  of  ground  at  Laredo,  Texas » 
«B«  donated  to  th#ll<jiliii*ir  Board  ^  ifisitW  1^  the  Rot. 
Elias  Robertson,^  and  her^'^t^  «as  decided  to  esteblish 
the  school  for  Mexican  girls  which  had  been  so  much  desired. 
Miss  Annie  Williams  and  Miss  Rebendii^ ^foilfid  i  IkH^  of  dhsppell 
Hill  Seminary,  Chappell  Hillt  Texas,  were  sent  to  the  field. 
The  erection  of  the  building  was  delayed  but  in  spite  of  this 
lfi«s  Toland  beg^'i  dBiy  school  in  Laredo  and  at  the  end  ot  '%fm 

year  had  some  26  pupils.   Miss  Williams  joined  i^r.  and  Mrs. 

I 

Horsoody  missionaries  then  located  at  Concepcion.  There  she 

began  the  study  of  the  ls4gtM%#^ifid  Opened  a  school.  She 
wrote  from  that  place:   "Mrs.  Norwood  conducts  a  Sabbath  school » 
and  we  have  now  opened  a  day  school.  It  is  ^^l#  intention  to 
r«Bain  in  thlEi  place  until  the  bui  ding  in  Laredo  is  erected.** 
By  the  end  of  the  year  some  25  or  50  pupils  were  enrolle##  >  It 
was  from  this  group  that  5  of  the  first  pupils  at  Laredo  were 
drawn. 


1.  Personal  letter  of  J.F.Corbin.  Oct.  1922. 

2.  Scrapbook.  (Rev.  J.F.Corbin)  Vol.  I;  page  1,  col.  1 

Sept.  25,  1861. 


-:6X* 


III 


■■mb  ri^-. 


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-15- 


ItTPie  building  was  oompleted  and  turned  over  ictBk,,^-$ 
occupancy  Oct.  15,  1882*  We  spent  some  time  lu  furnishing 
It  and  trying  to  make  ready  for  the  opening  of  the  fall 
session  vhloh  opened  the  seoond  UoqAfiji  In  November*  We  had 
only  9  Kiexlcan  and  4  American  children  at  the  beginning ,  but 
In  a  short  time  the  school  Increased  to  16 »  7  boarding  and 
11  day  pupils.   The  first  few  nonths  were  very  trying  for  ^ 
difficulties  confronted  us  at  every  turn."  ^  ^ 

Before  the  end  of  the  year  the  enrollment  Increased 
to  28  with  16  of  these  being  boarders.  Mrs.  Sarah  Burford  had 
been  appointed  to  assist  in  the  work.  The  school  work  now 
embraced  English,  nusic,  readings  writings  arlthBetlo^  grammar, 
spelling 9  grography  and  sewing.  Because  the  S«Blnary  was 
located  in  a  suburb  of  Laredo  and  planned  to  cater  to  boarders. 
Miss  Toland  oontlnued  the  day  school  which  now  hiMl  an  enroll- 
ment of  60  pupils  and  was  self-supporting* 

At  the  end  of  the  first  year  kiss  Willfams  was  married 
to  the  Rev.  J.  F.  Corbin  and  Miss  Toiand  mm   placed  in  charge 
until  Miss  Nannie  Holding  of  Kentucky  was  appointed  Principal 
iii  166d. 

Bishop  H.  M.  Mcl'yeire  visited  the  school  in  1884, 
the  following  quotation  giving  the  impression  he  received 
concerning,  ^aredo  Seminary; 

"It  is  a  busy  place,   ililrty  children  and  more  mrm 


1.   Scrapbook,   (J. P. Corbin)  Fol.  I;  page  7,   col.  5. 


»tx- 


bnB   yuilh'^T&nd  r   ^8X  O^'  fcasaa^roftl   loo /tan   sifi  ,:-iii«    a   ;t  i 


'iO'I    ,3^  I '-^•'14    l^Tt^V 


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rU      OJ 


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'l^ 


raeking  it  lively  in  their  own  »ay»  some  playing  in  the  sandy 
yard,  some  at  recitation  and  one  is  nearly  always  at  the 
piano  .^practicing*   It  goes  (the  solitary  piano,  do^s)  from 
6  a.m.  till  nighty  for  many  t&ke  a  turn  at  it* 

"This  institution  was  enterprised  by  the  Woman's 
Board  two  years  ago*  It  occuplf|^|^sgi||U*f  of  ip?oufd--pfay 
two  acres— in  the  upper  suburb  of  the  eity*  Within  two  hun- 
dred yards  9  and  in  full  view  from  the  upper  verandas ,  flows 
the  Rio  Orande*  The  high  bluff  of  kexico's^^l^ore  is  seen  from 
the  yard  levels  and  a&acedonia  stretches  out  her  nand  contin- 
ually, 'Come  over  and  help  us** 

"Some  of  the  girls  are  from  TrnmBjafltpmB  «i)0  Kuevo 
Leon,   states  of  the  Republic  of  Mexico  on  this  frontier; 
some  from  New  Uexico,  and  others  from  the  border  towards 
Corpus  Christie  a|»d  from  Laredo* ***«,(  il^<|0|.  tl|f  psTfilng  JLn 
hearing  the  classes— spelling,  reading,  ciphering,  and  writing; 
lift  the  last  they  excelX*  Ealf  a  dozen  American  children  are 
mixed  in  with  those  of  bXfck  stralfh.t  hair  and  da§p  ,fOfplex- 
ions*   The  American  and  Spanish  blood  seeai  to  be  equal  at  the 
black  board  and  in  other  tests*  ^^ 

"?.e  have  Just  fJL^phed  dinner,  and  for  neatness  and 
order  in  table  manners,  and  for  wholesoBie  and  savory  table 
sup^liea,  1  doubt  whether  any  female  school  north  of  the  Col- 
orado excela  thia*  The  fare  is  simple  but  very  neatly  served. 


...... . ^    { S0Ot  ^  .-^ .... ^ ;. ^     .,.:.,....,.  ^ 


1  f -;.'^jgf  ;ii^^ 


i  A.U-' l\**ti      t^Mv'       ■«<»  i"«>  t^j  ^ 


^■ 


ni 


'\    1  .:>       y^f^3«JQ 


•17- 


These  girls  are  to  be  women;  and  as  wives  and  mothers 
and  housekeepers  and  teachers  their  Christian  refinement 
sill  be  petmianently  and  widely  felt*  The  Church  is  preach- 
ing a  pure  gospel  in  this  way.   It  is  a  wise  work,  and  far- 
reading."^ 

A  Ti#W  of  the  way  in  which  the  scnool  was  steadily 
growing  and  extending  it's  InTluence  is  given  by  the  follow- 
ing extract  from  correspondence  from  A.  II.  Sutherlai^.  (1667) 

"In  1884  the  foundations  of  large  and  eleg&nt  add- 
itions were  laid*   The  same  are  noM  finished  and  furnished 
under  the  most  approved  style.  Besides  these  commodious  and 
comfortable  premises  the  Board  has,  with  great  propriety,, 
purchased  an  adjoining  block.  Miss  Holding  has  under  her 
principalship  (1)  Uiss  Dalian  Holding,  (2)  Misu  Toland, 
(5)  Miss  Blanche  Gilbert.  The  present  number  of  pupils  is 
60.  From  the  beginning  there  have  been  in  the  Seminary  256. 
Also  from  the  beginning,  five  years  ago»  $b,226  have  been 
contributed  by  the  patrons  of  the  institution.  There  is 
surely  presented  to  the  Roman's  Board  of  Missions,  through   ^ 
it's  agencies  and  appliances,  a  fair  opportunity  of  testing 
the  principle,  'Woman's  work  for  wonan. '   Elevated  womanhood 
for  elevated  humanity  will  find  no  exception  among  ^lisru 
impressionable  but  capable  K.exLcaus. 

1.  Scrapbook.   (J.P.Corbin)   Vol.  I;  pages  25*26,  cols.  2-4. 


b»^jA    a^^'i^X    lO    ll;.'IOi..l'.i&£3fI£A/l 


i      .Ou 


't.    J-  r  ri  •'■!  i3       J -v.:  .;•        <>  «r-.    !■  *^    rri-- 


«»:  .i«<iy  ?  A^^' 


•  *»  ■  1  f^  (I** 


-18- 


**The  test  is  being  made  under  the  most  favorable 
condltlona.   The  building  is  within  a  stone's  throw  of  the 
river  which  divides  the  two  nations.  Within  two  miles  there 
is  a  population  of  over  10,000  Mexicans.  Half  a  mile  away 
floats  the  flag  which  assures  perfect  liberty  to  work  and 
perfect  protectionof  rights.  Add  to  these  advantages  those 
I  :.d  is  pens  able  ones  of  educated ,  sanctified »  and  consecrated 
example,  instruction,  restraint,  and  inspiration,  and  what 
more  is  needed?  The  answer  is  easy  and  short— simply  more 
time.  The  present  conditions  must  be  coiitinued.  But  4ni% 
another  five  years  jihaU  elapse  the  light  which  all  this      ^ 
time  ham   been  concentrating  upon  this  focus  shall  begin  to 
radiate  and  girls  who  nave  there  grown  into  young  womanhood 
will  go  forth  to  cheer  with  Christian  virtues  and  superior 
•odowinents  the  dark  homes  and  deep  woes  of  their  poor  :<lexican 
sisterhood."*,  to  itm    : 

The   school  was  not  limited  to  the  girls.  I|t  ap41Mik|Q 
of  the  prejudice  among  the  Kiexican  people  against  co-education. 
Miss  Holding  decided  to  open  the  doors  to  the  boys  also.  She 
states  the  reason  for  this  in  the  following  jiqrds:   "We 
hesitated  to  overcome  such  old-settled  coivictions  but  our 
desire  to  see  Christian  education  advance  along  all  lines 


1.  Scrapbook.   (J.F.Corbin)  Vol.  1;  page  7,  cols.  2-3. 


-£sr- 


1;^  ^flfn-nrt  f.   bc'  .•^x.a 


i'^ffim   idiill    -^lil 


i^y-i-i       «3  4-      WJU*t} 


0«s«^t 


a  mU 


^fK^O    <**J' 


5^-  ■    ,.^4.4.#<l^l'^** 


C^Oi-VrOd    i>^ic?Jd&-Di^   ISb^iiii    dfi-i 


•£«6  .iM^o 


-19- 


overcame  our  hesitancy.**  ^  In  1891  the  school  became  a 
chartered  institution  for  boys  and  girls,  by  an  act  of  tha 
Texas  legislature. 

In  1891   the  following  branches  of  work  were  being 
offered;   Instruction  from  the  1st  to  the  12th  grades,  special 
courses  in  art  axxl  music ,  sewing,  actual  participation  in 
household  duties  for  some  of  the  girls,  and  military  training 
for  the  boys;  A  branch  day>school  at  Nuevo  Laredo  .  and  sewing 
and  Bible  classes  for  women  in  Laredo. 

An  intimate  glimp&e  of  the  school  life  which  is 
marked  by  a  delightful  hone  atmciphere  is  given  in  Miss  Holding's 
book,  "a  Decade  of  Idission  Life  iii  Mexican  Liission  Homes***  The 
author  all  unconsciously  reveals  her  own  personality  which  Is 
striding  in  its  rare  combination  of  sympathic  UDdarstandlog  and 
quiet  firmnesb*  Reference  is  made  to  the  building  up  of  a 
school  library,  to  the  precedent  of  cxosing  each  school  year 
with  a  school  entertainment,  to  the  establishment  of  the  Laredo 
Missionary  Band,  to  the  organization  of  the  True  Blue  Society, 
to  the  fact  that  as  far  as  the  boys  were  concerned  their  dis- 
cipline was  largely  in  the  hands  of  the  cadet  officers  under 
the  supervision  of  a  member  of  the  faculty* 


1.  Holding.  A  Decade  of  Mission  Life*   Pages  60-61. 

2.  Holding.  A  Decade  of  Mission  Life*   Page;  166. 


to   a  ©do  II  a  ■'id  J^alv 

ill    iiwiJ  .  liijJ'O-' 


■mJ        \f  XUli  »vj.ii' 


0iEyf 


.iiJ     ci-i4>:JXI  it     »i'i>!J^U     ^... 


-20- 


Miss  Holding  remained  in  charge  of  Laredo  Seminary 
for  nearly  thirty  years.   Under  her  administration  the  school 
grew  from  an  enrollment  of  50  to  an  enrollment  of  more  than 
300.  Her  successor >  J.  U.  Skinuer*  Ph«D*«  has  had  experience 
both  as  a  teacher  and  as  an  administrator*   The  school-plant 
now  has  seven  buildings  located  on  a  campus  of  26  acres  and 
is  valued  at  $250>000«    The  name  waf  iihanged  when  Miss  Hold- 
ing retired  to  Holding  Institute  to  uonor  her  because  she  gave 
the  full  measure  of  devotion  to  its  upbuilding,  and  because 
sbe  had  served  in  the  capecity  not  only  of  Principal  but  also 
as  the  General  Superintendent  of  the  work  of  the  V'oman's  Board 
as  it  pushed  across  the  border  and  undertook  new  educational 
activities  in  Uexico*   Because  of  Miss  Holding's  position  and 
the  strategic  location  of  Laredo  Seminary  it  took  on  the  nature 
of  a  training  school  for  missionaries*  As  the  work  became 
better  known  throughout  the  church,  young  women  began  volun- 
teering for  service  in  Mexico,  and  were  sent  to  Laredo  to  learn 
the  language  and  familiaris^e  themselves  with  the  methods  and 
policies  of  the  work, and  thus  prepare  for  further  service  in 
the  extension  of  the  activities  of  the  Woman's  Board  of  :  Isslons 
This  made  Laredo  Serr.inary  the  Mother-Institution^and  placed  the 
responsibility  of  fostering  and  guiding  the  development  of  the 
work  upon  her. 


1*  Holding  Institute  Catalogue  i^*  922. 


lOOflO 


s  Q^wo- 


3^n©  n  M 


v?oi3 


XiC     ^0-. 


im1   arlJ 


Xi^AV 


|l«Xiiidn  0/fo 


1    I^IJB. 


IflC 


^VdiJ 


-21- 


The  home  atmosphere  and  home-life  which  was 
developed  at  the  Seminary  was  a  great  contribution  to 
civic  progress  in  Mexico,  for  it  set  a  new  standard  of 
living  for  several  hundred  students  who  in  turn  went  out 
to  establish  homes.  Through  actual  participation  in  house- 
hold tasks  the  students  acquired  skill,  and  learned  how  to 
work  together*  In  addition  to  this  co-operative  action,  they 
learned  through  actus  1  experience  the  meaning  of  responsibility 
and  reliability*  The  common  ideals,  common  purposes  and  plans 
of  the  school  inspired  their  loyalty.   Loyalty  to  the  small 
group,  but  under  the  proper  guidance  a  certain  measure  of 
this  was  transferrable  to  a  larger  group,  a  great  cause,  and 
the  dream  of  a  better  Ilexico. 

The  greatest  contribution  which  Laredo  Seminary 
made  to  the  social-civic  advancement  of  r.^exioo  was  Uurou^ 
her  training  department.  Workers  went  forth  to  extend  her 
influence  all  over  Mexico.  They  went  to  teach  by  precept 
and  example,  and  to  hold  aloft  the  torch  of  liberty  to  light 
the  way  for  Mexico  along  the  road  to  democracy. 


©lll-ewir  •  'i  ^mo 


J  ,uo    4  4iOi. 


OQ   tti  it^V 


.U  Eittm    9S3.^  bd'iic 


.J'13.0--  aUi'IQ'. 


-22- 


CHAPTER  IV 
The  Pounding  of  Coleglo  Ingles. 

■  la  ii#.  s      ■ 

In  1685  Rev*  A.  B«  Sutherland,  the  Superin- 
tendent of  the  idexican  Border  Mission^  realised  a  part 
of  his  dreaia  of  extending  the  out*posts  of  the  l^§fi|o|pf]f 
activity  of  the  Border  Mission  to  Mexico.  Mr«  and  Urs « 
J.  F,  Corbin  were  sent  in  Hoveober  of  that  year  to  opeOp^.  <-. 
work  in  Saltillo^  tbe  capl|«|^of  Coshuila.  Mr«  Corbin 
describee  the  educational  conditions  there  in  this  way: 
"We  found  a  large  city  with  a  fe«  schools  in  rented  rooos 9 
not  a  real  school  house  in  the  town*  There  were  hundreds 
of  children  being  taught  by  poorly  equipped  teachers*";,^ 
Mrs.  Corbin*  who  before  her  marriage  was  Miss  Axinie  Williams » 
the  fCQnder  of  Laredo  Seminary »  vss  convinced  t^j^j  a^  folipjil. 

o 
would  do  great  good  among  the  people  and  so  in  April, 1884  *^ 

she  opened  a  school  in  her  own  home*  ^  |ji  |,^. 

A  sidelight  is  thrown  on  this  educational  situation 

in  Saltillo  by  the  following  correspondence: 


1*  Personal  letter  of  J. F. Corbin.  October,  1922* 
2.  personal  letter  of  J.F.Corbin*   October,  1922* 


^!i«aax. 


o  ^i^©b  .'^.j 


to  If. 


KS^Ci.. 


III?   >^lr£< 


^XinqA  crl-voe 


lij   ac 


:eon. 


il4Xii3  al 


-25- 


"For  a  while  Mrs.  Corbin  had  a  promising  school  with  15 
pupils  in  attendance;   but  sickness  caused  her  to  abandon 
t%9   thus  cutting  off  one  of  the  most  potent  means  of  doing 
good.   Her  Inability  to  secure  another  teacher  has  caused 
much  disappointment  to  herself  and  the  parents  of  the  pupils. 
With  a  school  house  and  an  eam^ct  teacher  scores  of  pupils 
could  be  secured.   There  seems  to  be  a  general  desire  among 
all  classes  to  have  their  children  educated;   and  everynhecg 
I  cone  In  contact  with  those  who  are  anxious  to  learn  English."^ 

The  demands  were  so  iu*gent^  that  Mrs.  Corbin  again 
opened  a  school ^  in  January  1886,  and  soon  there  56  pupils 
enrolled.   The  Rosebud  Missionary  Society  contributed  $25.00 
per  month  and  this  was  used  to  pay  a  Mexican  assistant.   ThsiSi 
Rosebud  Society  was  a  children's  missionary  organization 
dlreoted  by  the  Rev.  John  B.  I^urij|(ig^*Uncie  l*SJrry'%  ti^ 
his  weekly  letters«4^4.the  Richmond  Christian  Advocate,   this 
society  was  originated  by  the  children  In  the  home  of  a 
Methodist  preacher.  They  appealed  to  Dr.  Xsur ens  In  an  open 
letter  to  see  if  other  children  could  be  interested  in  miss<« 
lonary  work.  The  organization  was  first  known  as  "The 
Children's  Missionary  Society".   Later  in  response  to  the 
suggestion  of  "Uncle  Larry",  the  name  was  changed  to  "The 


1.  M.C.Breeding.   "Saltlllo  Mexico".   July  24,  1884. 
Scrapbook.   (J. P. Corbin)   Vol.  I;  page  25,  col.  2. 


441    &A£! 


-24- 


Rosebtid  Missionary  Society"  in  honor  of  little  Miss  Rosebud 
Campbell,  its  first  President.  ^  In  May,  1886»  Uiss  Lelia 
Roberts,  a  graduate  of  the  San  Houston  lloxwal  College  of 
Texas,  was  secured  to  take  charge  of  the  school  of  Saltillo, 
and  the  Rosebud  Society  paid  her  salary  for  the  first  two 
years*  Miss  Roberts  had  been  in  the  fidld  but  .mjUioPt  tlxae 
when  she  determined  to  place  the  school  on  a  more  permanent 
basis,  first  by  adding  a  boarding  department  at  the  earliest 
opportunity,  and  second  by  getting  the  Woman's  Board  of 
Missions  to  adopt  the  undertaking. 

Miss  Nsnnie  Holding,  who  was  serving  4irtthe  double 
capacity  of  Principal  of  Laredo  Seminary  sia^4iiOeasr«X  Super- 
intendent of  the  Mexican  ?<ork  of  the  Woman's  Board  of  Missions, 
approved  of  this  plan  and  began  to  use  m^  of  her  influence  to 
consummate  it.  She  visited  the  school,  now  Colegio  Ingles,  in 
1887.  The  students  enrolled  numbered  45  and  Miss  Roberts  was 
in  need  of  an  assistant*  Consequently  when  Miss  Holding 
returned  to  Laredo  Seminary  Miss  Blanche  Oilbert  was  sent  to 
aid  in  the  school  at  Saltillo.  She  was  the  first  of  a  great 
number  of  teachers  to  be  sent  from  the  Seminary  to  build  up 
the  various  schools  in  Mexico.  Colegio  Ingles  was  formally 
ad6pted  by  the  Woman's  Board  in  1888  and  a  permanent  property 


1.  Supplement.  Rosebud  Missionary  Society.   Sept.  1922. 


ili30l8»i 


>u     © 


a  S#  alio*! 

tq  lie  ,  ^ 


-2^- 


secured.   Miss  Roberts  in  her  report  to  the  Woman's  Board 
Of  Missions  for  the  year  1695  shows  how  the  course  was  ex- 
panded: 

"A  normal  department  with  a  course  of  study  to  be 
completed  in  three  years  was  added  to  our  work.  As  teaching 
Is  the  oxi^  syeiiue  open  to  the  women  by  which^  ^^7  ^^^   earn 
enough  to  be  above  want,  we  saw  that  our  opportunity  had  comii 
to  prove  to  the  people  that  we  were  ready,  as  far  as  possible^ 
to  mftft  Ijheir  deeply  felt  need,**^ 

By  persistent  effort  this  department  has  been  built 
up.   The  report  of  1896  indicates  a  student  body  numbering  191, 
and  two-fifths  of  the  expenses  of  the  school  ««  bt^mr  a«t  b¥ 
the  income  from  the  patrons^  ^It  has  become  the  policy  of  a 
number  of  other  mission  schools  to  send  their  most  promising 
studentf  ^^or  teacher-^§|§ing  to  the  school  ftt  $^||illo« 

That  the  work  was  not  confined  to  this  one  phase  is 
shown  by  Miss  Roberts  report  in  1894:   "Seventy-five  poor 
ohildron  v^e  taught  in  oiir  free  school^  and.  there  is  one 
place  where  all,  the  high  and  the  low,  the  rich  and  the  poor 
meet  together  daily,  and  that  is  in  our  chapel  services  where 
Ood  is  worshiped  and  His  Word  studied.  The  work  wherein  my 
soul  delights  is  that  with  the  poor  women.   The  number  of 


1.   Haskln.  Wg^eil  and  Missions.   Page  141 


X20SI2iiq 


...._  -  -e 


-26- 


those  enrolled  in  our  Bible  and  sewing  class  is  67.   They 
meet  ne  once  a  week  on  the  shady  side  of  the  wall  in  one  of 
our  courts,  as  there  is  no  other  place. "^ 

That  the  school  has  been  well-received  by  the 
government  is  demonstrated  through  the  fact  that  a  subsidy 
of  llOO  (Mexican)  per  month  was  given  through  the  influence 
of  Governor  Carranza.   In  addition  it  was  the  only  Protestant 
school  invited  to  have  representation  in  the  national  Congress 
of  Teachers  in  1912.^ 

The  school  sxiffered  during  the  Revolution  as  did  all 
the  educational  work  in  Mexico.   The  Normal  and  Boarding 
departments  were  forced  to  close,  though  native  teachers  made 
strenuous  efforts  to  conduct  a  day  school.  Miss  Roberts  made 
frequent  trips  into  Mexico,  and  in  this  way  the  work  was  saved 
from  complete  demoralization.   This  quotation  gives  the  con- 
ditions at  the  close  of  the  Revolution:   "When  I  returned  to 
the  building  after  an  absence  of  five  years,  it  was  in  a 
dilapidated  condition,  and  almost  bare  of  the  furnishings  I 
had  left.   I  was  told  that  at  one  time  soldiers  were  stationed 
in  it."^ 

The  school  opened,  however,  with  bright  prospects. 


!•  Uaskin.   iMomen  and  Missions.   Page  142. 

2.  Haskin.  Women  and  Missions.   Page  145. 

3.  Personal  letter.   Oct.  7,  1922. 


J.  -       ^ 


■^9S  "fenj?  -aJ.''- 

aw  ns&cf  B ... 


■iJ  V.•:^V?AJ 


ai«7  a0vi$  SUV 


laaoxjiJXi   e  ■  nu±^  aj  :^j^&%q 


O  J  v» 


-27- 


•nd  the  Report  for  1919  shows  an  enrollruent  of  205  pupils. 
The  dedication  of  a  new  administration  building  took  place 
on  Sept.  16,  1922.   (Mexico's  Independence  Day.)   "The 
inauguration  program  which  took  the  place  of  honor  on  the 
official  program  of  the  day  was  held  out  of  doors  by  reason 
of  the  fact  that  the  auditorium  included  in  the  plans  has 
not  yet  been  constructed,  and  the  crowd  which  attended 
numbered  about  3,000.   The  Governor  of  the  state  of  Coahuila 
presided,  and  on  the  platform  with  him  sat  forty  officials 
of  the  city  and  state  Including  the  principal  of  the  State 
Normal  School  and  the  State  Superintendent  of  Education, 
also  Honorable  Prank  Robinson,  American  Consul  in  Saltillo, 
Sr«  Jose  Rodrlquez  Gonzalez,  the  Technical  Principal  of  the 
school  and  Miss  Lelia  Roberts,  whose  name  the  school  now 
bears,   the  great  body  of  people  present  were  of  the  represent- 
ative and  substantial  class  who  have  caught  a  vision  of  the 
value  of  education  and  ar  eager  to  give  their  children  the 
best  opportunity  possible  even  tho/lt  be  at  the  cost  of  great 
sacrifice.  Then  too,  there  were  hundreds  of  unlettered  people 
who  did  not  venture  to  come  nearer  than  the  street,  who 
listened  to  the  discourse  with  perfect  attention,  and  no  doubt 
many  of  them  went  away  to  wonder  and  think  if  these  possibili- 

M  1 

ties   weri  really  meant  for  their  children  also." 


1.   Manuscript  of  article  written  for  the  Missionary  Voice  by 
£.  Eldrige,  Saltillo,  Mexico.   Sept.  1922. 


■•JfS*  a.'AAl^  ljri<4«6. 


1^4    lO    9' 


■iJw  ae  i8 


iBai3  1t»  #8QO   ©lit  #«  «€  xiavs  ©it 

foetal  i*5 1  Of;  lo  mbe  veW  ^j*! 


-28- 


The  new  school  building  occupies  a  sightly  location 
facing  the  beautiful  Alameda  near  the  sight  of  the  State 
Normal  School  and  the  new  Ateneo  Fuente  now  under  construction* 
It  has  been  pronounced  by  competent  Judges  to  be  the  best 
educational  structure  In  Mexico.   Provision  is  made  for  up-to- 
date  laboratories,  domestic  science  equipment,  and  ample  space 
for  athletic  and  recreational  activities.   The  value  of  the 
plant  is  $200,000. 

The  program  of  the  day  Included  addresses  by 
Dr.  U.  D.  Baez,  Director  of  the  Benjamin  Velaso  College  at 
Queretero,  Judge  Berlanga,  Director  of  the  Ateneo  Fuente,  and 
a  formal  speech  of  dedication  by  General  Arnulfo  Gonzalez, 
Governor  of  the  State. 

Ifiss  Roberts'  belief  that  the  real  service  of  the 
•eho^  to  Mexico  was  in  training  teachers  who  would  go  forth 
to  pass  on  to  others  what  they  had  learned,  has  been  demon- 
strated.  **From  a  small  enrollment  and  a  small  teaching  staff 
the  school  has  grown  until  it  now  has  a  student  body  of  more 
than  575,  with  excellent  prospects  of  attaining  500,  and  a 
faculty  of  26  members.   Seven  of  these  are  Americans  and  19 
Mexicans.  Between  9,000  and  10,000  persons  have  been  at  one 
time  and  another  matriculated  for  study;   and  among  the  ex- 
students  i»  listed  one  Governor,  the  wives  of  several  Congress- 
men, Ambassadors,  Consuls,  and  other  prominent  men.  Several 


jiBlV     . 


.jiia^iO' 


.vOCOO 


cans 


I  1S^*? 


.» 


to  nj>tvtQn  Ibs^  asdi  J 


?  r'  4 


?ifi  «      ^  ff  ■ 


-29- 


hundred  teachers  are  teaching  In  all  parts  of  the  country,"  ^ 

The  primary  grades  are  oo-educational  though  the 
rest  of  the  school  Is  restricted  to  girls.  The  elementary 
department  Is  filled  to  Its  capacity^  and  the  iNormal  depart- 
ment now  has  about  100  students.  The  courses  offered  cot.slst 
of  Normal,  Bible,  Domestic  Science,  Commercial,  Music  and 
Kindergarten  training  department.  In  connection  with  these  is 
the  school  of  practice  In  which  students  In  the  Normal  depart- 
ment acquire  experience  In  teaching  before  they  receive  their 
diplomas,  Bible  students  do  practical  work  In  the  city  missions 
In  several  districts  of  Saltlllo  and  also  do  evangr^llstlc 
work  in  near-by  towns. 

Besides  the  contributions  which  were  similar  In  many 
respects  to  those  made  by  Laredo  Seminary,  Colegio  Ingles  has 
made  a  unique  contribution  to  Mexico's  advancement  as  a  democ- 
racy by  sending  out  several  hundred  teachers  throughout  the 
entire  Republic.  These  teachers  have  gone  forth  to  combat 
ignorance,  the  chief  enemy  of  democracy.   They  have  gone  out 
In  the  spirit  of  highest  loyalty  to  help  make  their  nation  a 
better  and  happier  place  in  which  to  live. 


■•^b  immto^  f>ni^ 


tanQi  ^Bl 


ih^lm  .-^'W^w  £k>idM  m^liii 


30^i,a\ 


3q8ei 


%0  x^ai 


90 


-50- 


fk.Titi 


so  K   CHAPTER  V 
History  of  the  Methodist  Schools  at  Monterey 


The  same  year,  1833,  that  Mr.  and  Mrs,  Corbln 
established  the  Southern  Methodist  work  at  Saltlllo^  Mr. 
•nd  Mrs.  J.  D.  Scogglns  entered  the  f iA#l^fen^ri|^I  t€rr*e 
as  before  the  religious  activities  had  hardly  begun  until 
efforts  were  made  to  establish  a  school.   The  pioneer  en- 
deavors were  carried  on  by  Miss  Hlndershott,  who  op^iied  a 
day  school  in  August  1884,^  and  subsequently  by  Professor 
P.  C.  Bryce.   The  school  was  not,  however,  placed  on  a  flrai 
ba 8 It' until  1889  ^  when  it  was  adopted  by  the  Rosebud  Mission- 
ary Society.   Up  to  this  time  the  Rosebuds  had  contributed  to 
schools  in  Brazil,  had  supported  a  girX  in  China ^  and  had 
aided  several  schools  in  Hexlco.   In  188^  they  decided  to 
concentrate  on  one  country  and  Mexico  was  selected.  A  little 
later  the  Society  decided  to  direct  all  of  ^#  efforts  to  this 
school  at  Monterrey.   The  reason  Monterrey  was  selected  was 
that  as  a  youn^,  man  Dr.  Laurens  had  served  with  the  American 
army  in  Mexico  and  at  that  time  he  had  been  eonvinced  that 


1.  Scrapbook.   (J.F.Corbin)  Page  8,  cols.  3-4. 


?    ■• 


loaa©"' 


g^^\lQD& 


XtO'iujti 


9b»f^ 


&iS^i  .  504^06  X'v 

•v^asias  SAW  v.&s^'ie4^ 


,L 


-51- 


what  the  poor,  ignorant  Mexicans  needed  was  the  Bible  and 
school-books  and  not  bullets  •  One  night  while  on  picket^am 
duty  on  the  heights  overlooking  Monter: ey  he  made  a  vow 
that  he  would  do  some  constructive  work  in  behalf  of  tiexico. 
•Hie  years  had  passed  yet  he  had  not  forgotten  this  pledge, 
and  when  the  Rev.  A.  H.  Sutherland  made  an  earnest  appeal  to 
him  to  aid  the  school  at  Monterrey  he  directed  the  efforts  of 
the  children  of  the  Rosebud  Society  into  this  channel.^ 
The  school  was  named  Laurens  Institute  in  his  honor.   The  Rose- 
buds supported  the  school  entirely  for  a  number  of  years  but 
eventually  it  was  taken  over  by  the  General  Board  of  Missions , 

o 

though  the  Rosebuds  continue  to  contribute  to  it**^ 

B.  a.  Marsh  was  selected  by  the  Rosebuds  ia  1689  to 
conduct  the  work  of  Laurens  Institute*   Mr.  Marsh  held  an 
A.M.  degree  from  Trinity  College,  North  Carolina,  and  had  had 
several  years  experience  both  as  a  teacher  and  school  admin- 
istrator.  I^e  school  was  first  conducted  in  a  rented  house 
on  the  corner  of  O'Campo  and  Rayones  streets .   This  was  not  a 


building  on  the  Purissima  Plaza.   The  first  year  the  enrollment 
was  small,  there  being  8  boys  and  7  girls.  But  the  school 

;-  ■*■■        '1 011,15.  •  i\-^.S    t*tt*#i 

1.  Supplement,  Rosebud  Missi  Jiary  Society  Program.  Sept.  1922. 

2.  Personal  letter,  B.G. Marsh.   Sept.  13,  1922. 


^8 


il^i  ^ri  edi 


g»cjer 


^lOilCii 


;5    sbs?n    t: 


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to  m^%blt£i 


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iu4U. 


'i  liaii^; 


•tew  e: 


./  m  •#■  *j. 


•j^at 


■  :     D8VCJII    iSi^'i^^ 


v>iii.-«     fyi' 


-32- 


began  to  grow  rapidly  and  in  1891  the  Rosebuds  purchased 
the  present  site,  a  block  of  land  one  hundred  meters  square 
paying  1;1500  for  it.  k   three-story  brick  building  was 
erected  having  seven  school-rooms  and  tw o  dormitories,  and  the 
school  which  now  became  both  a  day,  and  boarding  school,  was 
moved  to  its  new  home.  The  cost  of  the  building  was  $7000. 
(American  currency).  The  school-rooms  were  well  ventilated 
and  well-lighted, and  equipped  with  single  folding  desks,  and 
slate  black  boards.   Physical  and  scientific  apparatus  was 
also  iiiCluded  in  the  equippment,  all  of  this  being  shipped 
from  the  United  States. 

The  work  was  entirely  pr  Ijiary  at  first  but  after 
becoming  a  boarding-school  the  enrollment  grew  by  leaps  and 
bounds^  and  a  corresponding  expansion  of  the  cour'se  of  study 
became  necessary.  There  were  two  complete  courses  in  English 
covering  the  work  of  the  Qrammar  and  High  schools.  The 
Mexican  government  teachers  presided  at  the  final  examinations, 
and  signed  all  certificates  of  promotion. 

After  five  years  of  work  the  school  had  200  pupils 
in  attendance. and  the  faculty  consisted  of  8  members.   The 
Mexican  teachers  were  graduates  of  the  Normal  School  in 
Monterrey , and  the  American  teachers  had  received  their  trainv? 
ing  in  the  United  States. 


sw  aii 


«U' .  i^^X    ^A-'' 


-33- 


Because  the  school  had  grown  so  fast  It  was 
impossible  to  accomodate  all  the  boarders  who  applied « 
and  a  cottage  was  constructed  in  1897  at  a  cost  of  about 
$5^000  (gold).   This  building  was  occupied  by  the  Prin- 
cipal and  his  family  and  a  number  of  the  faculty  thus  making 
more  rooms  available  for  classes  and  boarders  in  the  main 
building. 

*'There  was  the  most  intimate  friendship  between  the 
officials  of  the  government  and  the  Bi^incipal  and  teachers 
of  Laurens  Institute*  The  Principal  of  the  school  for  four 
years  taught  English,  one  hour  a  day  in  the  **Colegio  Civil 
del  Estado'%  under  the  appointment  pf  thf  Governor*  .. 

"Monterrey  was  chosen  as  an  educational  center 
because  of  its  comnercial  supremacy ,  its  liberality  and 
friendliness  of  the  government  and  people  toward  the  Gospel*^ 
and  for  the  promulgation  of  ideas  of  progress  in  business."  ^ 

Fletcher  C.  Campbell,  a  graduate  of  Randolph  Macon 
CollegCj  succeeded  Mr.  Marsh  in  1902*  ..Af^f  J^y  Mr*  Csmjpbey. 
had  been  the  youngest  charter  member  of  the  Rosebiad  Society, 
and  Miss  Rosebud  Campbell,  the  first  President,  was  his  sister 
During  his  administration  Laurexis  instl^u^e  i^adfjiuc^  rf^4 
progress  that  a  new  building  became  a  necessity.  In  1907  the 


1.   Personal  letter  from  B. a. Marsh.  Sept«X^,  X922. 


Sm   VWi  at   B#Jo 
,fe«lf:  ii»?f  BilfF,     .^  .    000,  P- 


.    a^..  i  fen*  Jj^  sii*l  feff»'  i'B  _    eH^'  Id   alularxio 


r3l>*i  #^J:   ^&*I^- 


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tmm-  SBi 


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'^  t^'fisi   i*rt.S?"      ^if* 


.  ^<?"fi«S-«k  W      «» :'.'V  J'  »  . 


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I  1<> 

asoi^oscf 

:^l^l'      ■     ; 

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t©l    fc--.: 

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;  «»  i%f<      f  >  -a  f-f 

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.£• 

-34- 


Roaebuds  supplied  the  funds  for  the  erection  of  a  three- 
story  building  which  was  named  the  ''Virginia",  and  this 
provided  10  additional  school-rooms  and  an  auditorium  with 
a  seating  capacity  of  500  persons. 

In  1908  air.  Campbell  was  forced  on  account  of  ill- 
health  to  resign^ and  for  several  years  the  school  went  through 
a  period  of  changing  administration.   In  addition  to  these 
changes  the  school  was  frequently  interrupted  because  of 
different  revolutionary  parties  seizing  the  city.   But  tnrough 
all  this  troubled  time  the  school  not  once  closed  its  doors, 
and  the  student  body  continued  to  ^ow. 

In  the  general  reorganization  which  took  place  in 
1919  when  conditina  permitted  the  further  prosecution  of  the 
work  throughout  Mexico,  Laurens  Institute  was  placed  in  charge 
of  Professor  Luz  lAarroquin,  and  was  changed  from  a  co-education- 
al school  to  a  boys'  school  exclusively. 

Laurens  Institute  was  founded  witn  the  purpose  of 
extending  the  knowledge  of  American  business  methods  and  also 
with  the  purpose  of  training  Christian  workers,  both  of  which 
it  has  succeeded  in  doing.   In  addition,  because  of  the  liberal 
attitude  of  the  government  and  the  friendly  relationship  which 
has  existed  between  the  government  officials  and  the  members 


1.   Manuscript.   "Laurens  Institute".   Sept.  1922. 


-96  *.  .^ 


■^  i;  *j  ^ 


'p.i  X  '^LIMXX  V 


nifc 


-o  ac 


'£^SJ*I4/'X    &- 


jMl©JC^ifO»X 


noMasnfes* 


■^Ic 


,  Vi-3VXi.i-4i?Xii    Xqc 


-35- 


of  the  faculty,  from  the  founding  of  the  school  a  mutual 
good-will  has  resulted  which  is  the  most  potent  factor  in 
destroying  suspicion,  and  friction  which  hinders  advancement 
and  progress.   The  contribution  of  this  school  has  been 
three-lold:   the  development  of  religious  and  business  lead- 
ers, aad  the  achievement  of  better  mutual  understanding  not 
only  between  officials  and  the  school  but  between  the 
officials  and  the  cause  which  the  school  represents,  and  in 
the  final  analysis, between  the  officials  and  America. 


^■-^  '  ^'  ■  J-<«'  I 


Mtx^Qr 


*  *^  4  3 

t£>  he  ' 


ns#<J  BAd  looaQB  e  j  sol..  :>  snf     •as- 


-56- 


Colegio  Ingles-Kspanol.    -  l&   pji^  rm^y 

When  Laurens  Institute  was  converted  from  a 
co-educatlonal  institution  into  a  Boys'  School »  the 
Girls'  department  was  taken  over  by  the  ""' Oman's  Board 
which  had  obtained  a  good  school  property  In  Monterrey 
from  an  exchange  of  properties  with  the  Church  of  the 
Disciples.   Miss  Dora  Ingrum  opened  the  school  in  1919 
with  an  enrollment  of  92.   The  Report  of  the  school  for 
1921  gives  the  enrollment  for  that  year  as  179.   The 
courses  of  study  are  in  both  languages:  A  complete  course 
in  i-nglish  or  a  complete  course  in  Spenish.  A  State  repre- 
sentative of  Primary  instruction  vi sifted  the  school  in 
1921  and  after  a  careful  instpection  reported  the  work  as 
excellent.^  The  popularity  of  the  English  work  is  indicated 
by  the  fact  that  *'many  of  the  parents  request  that  their 
children  be  entered  in  classes  where  not  a  word  of  Spanish 
is  spoken. "S  In  the  spring  of  1922  there  were  28  students 
preparing  for  definite  Religious  work^and  15  who  were  pre- 
paring  to  be  teachers.  ^ 


1.  Twelfth  Annual  Report  Woman's  Work.  1922.  Col^egio 

Ingles-EspanSl.   Page  292. 

2.  Information  for  Leaders.   Bulletins  Published  by 

Roman's  Missionary  Council  April  1922.   Page  4* 

3.  Information  for  Leaders.   April  1922.   Page  4. 

4.  1922  Yearbook  fif  the  Board  of  Missions  of  the  Methodist 

Episcopal  Church  South.   Page  140. 


mil 


:'^o.,rfar:  hf^n%c 


.   oxlw  d£    5xie 


IS8I 


-37- 


The  present  facilitlea  for  boarding  the  girls  are  very 
limited  but  the  demand  is  so  great  that  this  feature  requires 
that  more  adequate  provision  be  made  for  it* 

Because  Colegio  Ingles-EspanOl  is  such  a  young 
institution  and  is  in  the  process  of  formulating  its  policies 
and  plant ybut  little  data  concerning  it  are  available.  The 
general  trend  of  the  Reports  to  which  f9t9PW$m  has  been 
made  indicates  that  it  is  following  much  the  same  line  as  the 
other  schools  in  courses  offered,  and  ideals  and  standards 
maintained.  The  contributions  1%  yi  making  to  Mexican  civie 
advancement  are  the  extension  of  educational  opportunities 
to  the  girls  of  Uootarrey  and  its  vicinityj  the  preparation 
of  teachers  and  young  women  who  will  serve  Sf^  |»eligious  lead- 
ers in  church  work ^ and  other  benevolent  enterprises.   That 
the  social  life  of  the  conmunity  is  being  touched  in  scne 
neasixre  is  evidenced  by  the  reference  .iojliss  Ingriun's  report 
to  the  School  Entertainments  and  Programs*  ^  The  greatest 
contribution  the  sohool  is  making  is  through  the  lofty  ideals 
it  maintains  and  inculcates.  As  yet  this  institution  has  not 
had  the  opportunity  to  fully  demonstrate  what  its  mission  shall 
be  in  helping  to  establish  Mexico  as  a  democracy*  More  time 
must  be  given,  that  it  may  develop  and  grow  stronger* 


1*   Twelfth  Annual  Report  of  the  Woouin's  Council*   Page  292* 


eeloi  jsni 


aoiaii^Jjca 


,  n-f'jff  r  ^.."t  ri  |  am 


i  o*t 


l>08    #f|.t 


ioOd®l*     *r' 


-38- 


CHAPTKR  VI 


The  Extension  of  the  Educational  Efforts  to  Durango 


The  most  remote  outpost  of  the  Mexican  Border 
Mission  was  established  in  1885  when  Rev.  H.  W.  MacDonell, 
who  had  been  serving  In  various  places  In  the  field ,  was 
sent  to  extend  the  work  in  Durango,  a  city  of  25,000  in- 
habitants and  located  In  one  of  the  most  Inacceslble  por- 
tions of  the  Republic*   The  state  government  was  In  the 
hands  of  the  Church  Party,  but  the  local  officials  were 
liberal.   So  strong  was  the  feeling,  however,  against  those 
accepting  the  protestant  faith  that  their  children  were 
persecuted  and  forced  to  drop  out  of  the  public  schools.  The 
parents  then  appealed  to  Mr.  MacDonell  to  do  something  for 
them.   The  situation  was  discouraging  for  he  had  no  money, 
no  bookstand  no  teacher*   His  own  time  and  strength  were 
taxed  to  the  limit*    Miss  Kate  McParren  who  was  doing  mis- 
sionary work  In  Durango  Independent  of  any  Board,  heard  of 
Mr*  MacDonell 's  desire  to  open  a  school  and  offered  to 
undertake  the  work.   The  school  opened  April  1887,  and  the 
first  few  years  It  was  maintained  by  voluntary  contributions 
from  friends  in  the  United  States. 

In  1888  Mr.  MacDonell  died  at  his  post.    After 


xuiJV' 


^cmf^ 


-39- 


his  death.  In  response  to  the  urgent  requests  of  the  women 
of  the  south  Georgia  Conference  who  desired  %o  wetend  the^ 
influence  of  this  young  missionary  who  had  rendered  heroic 
service,  the  school  at  Durango  was  adopted  by  the  Woman's 
Board  of  Missions*   In  1869  property  was  ptretassed  end 
the  School  was  named  MaoDonell  Institute  to  honor  the  memory 
of  this  energetic  and  able  man  from  Southern  Oeorgis* 

Miss  MaoParren  remsined  in  charge  tmtil  1898  when 
Miss  Ellie  B*  Tydings  was  made  Principal*   In  spite  of  con- 
tinued persecution  MacDonell  Institute  continued  to  ^row* 
The  Corresponding  Secretary  of  the  MOnsa^s  Bo«*d  reportff^ 
"The  cit  '  of  Durango  while  priest-ridden  and  fanatical  is  not 
openly  so  hostile  as  before*   The  jp^acioxis  influences  eman- 
ating from  MacDonell  Institute  are  being  f\slt  very  sensibly, 
and  while  superstition  still  abounds  the  open  Bible  is  nQ 
longer  an  unknown  book*  .«««  «**^  m«m^^'- 

In  1910  Miss  May  Treadvell  snceeeded  Miss  Tydings » 
but  she  remained  only  a  year,  her  place  being  taken  by  Mrs* 
Nellie  O'Bieme  in  1911*   M/s*  0*Bieme*8  report  (1911-1912) 
states:  "Thoi^jh  we  have  had  wars  aid  moors  of  wars  our  work 
has  steadily  grown*   In  Septecber  when  we  opened  we  had  only 
60  pupils*  We  have  now  passed  the  200  aark***  ^ 

1.  Haskln*  Women  and  Missions  Page  146 
2*  Haskin.  Women  and  Missions  Page  147 


••iTOJtseltl  to  bi«<^ 


(SXtX-i 


CX,?5 


-40- 


The  war  interrupted  the  work,  but  as  soon  as 
conditions  permitted  the  school  was  re-opened.   A  glimpse 
of  the  difficulties  involved  is  given  ft?om  the  following 
quotation  from  Miss  Tydings  who  again  took  charge  of  the 
work  in  1920. 

'*Years  ago  when  1  first  came  to  Mexico,  there  was 
a  through  Pullman  ft*om  3t«  Louis  to  Mexico  City*   This 
time  instead  of  a  Pullman,  our  train  consisted  of  third- 
olass  coaches  for  which  we  paid  first  class  fare*   Many 
told  roe  we  were  fortunate  not  to  have  to  travel  in  box 
oars,  as  the  numerous  generals  had  taken  possession  of  all 
the  good  coaches  during  the  revolution*   That  was  six 
Bonths  ago  and  1  am  glad  to  tell  you  conditions  have  im- 
proved wonderfully  since  then. 

"When  I  reached  here  and  saw  everything  in  ruins 
it  really  made  me  sick  for  several  days,  and  every  time  I 
would  go  out  on  the  streets  beggars  of  every  description 
would  beseige  me  —  some  without  arms  or  lags  and  almost  all, 
blind*  Of  all  the  Americans  here  when  I  left,  only  two 
men  remained,  but  of  course  ny  Mexican  friends  gave  me  a 
reception  and  cheered  my  heart  with  many  loving  words  of 
welcome.  ^ 

"We  have  about  sixty-five  rooms  In  the  building 
and  all  w'^re  filled  with  broken  furnitiare  and  rubbish*  I 


©fC^  to 


^--fjsl  ee- 


C-^A 


1 8   i 


blo^ 


"^O 


i»-i;,*. '•       .i'4^«5^4? 


f-si'lvi  <; 


tJl    ft; 


»Qiif 


io  al^ow  giiJivoX  x<x^>^  ^^ 


■■v:rO3X0W 


j&i©XI|l  ®^^w  XXjb  bi 


-41- 


began  at  once  to  look  for  workmen  and  by  August  9th  we  bad 
enough  school  rooms  ready  to  begin «  and  opened  with  124 
pupils* 

"Durango  has  always  b'^en  the  most  fanatical  city 
in  Mexico f  and  instead  of  becoming  more  liberal  during  the 
revolution,  it  is  more  priest-ridden  than  before.   The 
priests  themselves  have  visited  from  house  to  house,  threat- 
ening all  who  dared  to  send  to  us,  or  work  for  us,  and  have 
had  several  vigilance  committees  at  work  ever  since  I  came, 
but  to  date  we  have  enrolled  almost  260  pupils*"  ^ 

Miss  Case,  Executive  Secretary  of  Latin  America 
(woman's  Board  of  Missions)  visited  Durango  in  1919*   A  new 
property  had  been  secured  because  of  the  need  of  enlarging 
the  Institute.   The  property  purchased  consisted  of  several 
buildings  with  a  Inrge  cock  pit  between.    Miss  Case  wrote: 
"The  cock  pit  has  two  stories  and  at  one  side  there  is  a  long 
room  that  could  be  used  as  an  assembly  hall*    If  the  cock 
pit  could  be  covered  with  glass  it  would  serve  as  a  gym- 

H  2 

nasium  and  also  for  a  hall  for  closing  exercises*"     Since 
the  purchase  of  this  property  the  school  nOA'  has  one  of  the 
best  playgrovmds  in  Mexico  according  to  recent  reports* 

The  success  of  MacDonell  Institute  in  spite  of 
the  open  opposition  of  the  dominant  church  indicates  the 

1*  i'ydlngs.  Florida  Christian  Advocate.  "Our  Great  Work  in 

Mexico.  Jan.  1921. 
2,  Haskin.   Women  and  Missions,  page  146. 


-*a 


torn  nttirsf^- 


^.  1  m  rro  5  -^  «i p.  .©.rf nfc .• : 


-42- 


way  the  walls  of  prejudice  have  been  battered  down  by  the 
force  of  the  Ideals  which  the  school  was  established  to  teach« 
The  process  has  been  slow  and  still  more  time  will  be  neces- 
sary for  the  consummation  of  the  work*   The  people  have 
barely  caught  a  faint  vision  of  what  liberty  of  conscience 
and  the  spirit  of  tolerance  mean*    But  MacDonell  Institute 
continues  to  promulgate  these  ideals*   "The  people  who  sit 
in  darkness  may  yet  see  a  great  light*" 


CV'-iCi 


*^(  c. t  n n /f r 'i    *tl5  -wS'if-^^i-'f  T    :f 


-43- 


CHAPTER  VII 
Southern  Methodism  Enters  Ghihuahiaa 


The  Establishment  of  Palmore  College 

By  the  end  of  1886,  the  expansion  of  the  activ- 
ity of  the  Mexican  Border  Mission  had  ai:trpassed  Mr* 
Sutherland's  expectations.    Southern  Methodism  had  been 
established  at  Saltillo,  Monterey,  Chihuahua,  and  had 
penetrated  even  into  inaccessible  Durango.  A  church  was 
established  in  Chihviahua  early  in  1886,  and  in  March  of 
that  year  a  few  members  were  received  and  some  children 
baptized.  The  parents  expressed  a  deatt*e  Td*»  a  school  to  be 
established  so  that  their  children  might  receive  intellect- 
ual and  moral  trainin  .    Here  again,  the  church  blazed  the 
way  for  the  establishment  of  the  school.   Reverend  0.0. 
Kilgore,  the  missionary  in  charge,  in  writing  of  the  first 
attempt  to  start  a  school  says:   "We  determined  to  begin  a 
mission  school  at  an  early  day.   After  many  efforts  and  much 
disappointment  and  delay  'Uncle  Larry'  (the  director  of  the 
Rosebud  Missionary  Society)  came  on  a  visit  to  Chihuahua  in 
January  1888  and  gave  us  an  opportunity  to  tell  him  of  our' 
needs  and  show  him  the  youngsters  of  our  congregation 


ITT/    5i:^'^^«?Af?t? 


-Vidros  tHt^t  lo -ttoienjaqxe   ': 

108  bmd 


:M   a' 


itV^   ^X^'^i^^ 


:>:f.ni   - 


5e;t«i.' 


-.11   nr®';! 
:tff#*isq    ©ill?    - 


r.. 

:.tw 


i)  -0^.,.^ie 


ovaezcyt 
tfrf  at, 


needing  food  for  mirri  and  heart.   He  simply  said:  'Some- 
thing must  be  done.   You  must  have  some  help*,  and  just 
aa  soon  as  he  reached  his  office,  he  sent  us  a  check  for 
$100. 

In  July  1888  we  opened  school  ourselves  In  the 
Olass  room  back  of  the  church*    A  few  days  later  Mr. 
Guadalupe  Morales,  a  young  man  from  La  Cruz,  took  charge." 
The  school  passed  through  a  period  which  was  difficult  Indeed, 
as  it  was  almost  impossible  to  secure  a  permanent  teacher. 
The  room  In  which  the  school  was  begun  was  only  15  x  26, 
and  this  was  far  too  small  for  its  needs.   Hr.  Kilgore  began 
to  look  for  property  which  would  be  adaptable  for  a  permanent 
school  plant.    "Uncle  Larry"  had  selected  Monterey  as  the 
place  to  center  the  interest  of  the  Rosebuds,  so  it  was  de- 
cided to  try  to  interest  the  Woman's  Mission  Board  in 
Chih\iahua.    It  was  found  that  the  property  south  of  the 
Mission  was  for  sale.    Miss  Holding  and  Mrs.  Pnrk,  repre- 
sentatives of  the  Woman's  Board,  visited  Chihuahua  in  1888, 
looked  over  the  property, and  were  in  favor  of  securing  it, 
but  the  Board  failed  to  appropriate.    Mr.  Kilgore  was 
ready  to  make  any  sacrifice  to  secure  this  valuable  location, 
ao  in  February  1889  he  gave  two  personal  notes  and  bought  out 
one  of  the  two  owners.    It  was  at  this  time  that  Dr.  W.  B. 
Palmore  visited  the  city  and  became  interested  In  the  pro- 

1.  scrap-book  (J.P.C.)  "our  Mite  Box"  November  1892,  Vol.1 
(not  mounted) 


•a   sB    ■   tSimmi  bum  i  wt  &00I  ^^alboa^ 

•KZOB   sverf   ip-uri  cf  Y       ,  ^rf   :fmirA 

W0T  U  lo^oMti  moon,  ae    '■ 

np.'  ... 

\.  ■ 

u  j-»*a3^    v^u.i  j.  .j>  '.o   ©no 


-45- 


posed  plana  for  a  school  and  a  little  later  gave  the  funds 
to  secure  the  property.   When  the  Roman's  Board  met  In  Itay 
1890»  Dr.  Palmore  donated  this  property  for  a  glrle'  school 
to  be  owned  and  operated  by  the  Board* 

The  gift  was  accepted  and  Miss  Augusta  Wilson  was 
sent  in  1891  to  serve  as  principal*   In  1892  an  appropria- 
tion of  $7,000  was  xoade  and  a  large  fourteen  roon  building 
was  erected*   The  school  was  called,  ^Cblegio  falnore", 
in  honor  of  the  donor*   In  1894  Miss  Elisabeth  Wilson  was 
appointed  to  take  charge  of  the  wcrk*   She  had  begun  her 
nissionary  career  under  Miss  Holding  at  Earedo  in  1889* 
Hiss  Wilson  remained  at  the  head  of  Colegio  Palmore  until  ^ 
her  death  in  1916.   Puring  these  years  her  co-worker  was 
Hiss  Lucy  Harper  of  ^Southwestern  Uhiversity,  Oeorgetown, 
Texas*   She  too,  had  begun  her  missionary  service  at  Laredo* 

The  scope  of  the  work  under  the  direction  of  these 
two  misslonary-teach'^rs  is  shown  in  Miss  Wilson^s  report  in 
1897.   She  says:  "Our  work  embraces  foiu*  departments »  a 
pay  school  for  girls »  one  for  boys,  and  some  outside  pupils 
for  English  only*   These,  with  the  Woman's  Work  Missionary 
Society,  two  Sunday  schools,  a  prayer  meeting,  some  visiting 
and  helping  in  the  church  services  keeps  us  fully  engaged***  ^ 


1*  Ha  skin.   V7omen  and  Missions,  page  149. 


shru  11  M  Ma  i  d#eoq 

<,'>.^XI8    ,0*-*-,.-  i- .^^  7- 

-: ;  ISA  SMI  J  «int#«  i»^  IQBl  ni   :ffl#c 


jeXl^  eeii 
•jax©f 


stiMuik^  t, 


^•X:'-n--w^4.  M '-:  X-       ,«i\' 


ill    «£F    »?■•  .■.;£©/{   ^- 


■MMMlMMMaa 


How  the  work  continued  to  develop  is  glv«n  In 

n  1 

this  detailed  report:   "The  work  of  our  College   is 

divided  into  three  lines:  a  aehool  pursuing  the  identical 

course  of  study  used  by  the  public  schools  of  Mexico,  and 

taught  by  Mexican  teachers;  a  school  in  English  using 

the  gramisar  and  high  school  coturses  of  the  Uhited  States 

A  2 

taught  by  ^inerican  teachers,  and  a  Qommercial  school,  which 
has  teen  the  leader,  example  and  cause  of  the  establishment 
of  six  other  coDunerclal  schools  and  departments  in  different 
states.   The  school  has  grown  to  its  highest  enrollment, 
751*   Since  1894,  111  students  of  the  commercial  school  have 
received  diplomas,  35  have  received  grammar  school  diplomas, 
333  have  received  certificates  and  diplomas  for  completion 
of  the  regular  instruction  of  the  Spanish  school.   Meanwhile , 

4,000  young  people  have  come  under  the  influence  and  have 

3 
received  something  of  the  impress  of  Palmore  College." 

Palmore  has  always  received  hearty  endorsement 
from  government  officials.   One  governor  of  the  State  said 
about  it:  '^Palmore  College  has  lent  valuable  assistance  to 
the  people  of  Chihuahua  in  elementary  and  commercial  educa- 
tion. Her  professors  are  distinguished  for  their  learning, 
their  perserverance  and  their  moral  qualities.  Her  students 

1.  Any  boarding  school  is  called  a  "colegio"  or  "college"  in 

Bdexlco. 

2.  Organized  in  1902  \inder   S.I.Esquivel,    a  graduate    of  Taredo 

and  regognlzed  as   one   of   the   educational    leaders   of  Mexico. 
3.   Manuscript   of  A  Rieport   for  the   Kentucky  Conference,   1910. 


'Olx#ii  lo  sXo. 


»l  «r: 


aioo  l>©vieoei 


^  lomle^ 


Maa 


®  .■■.«?  i; 


O'i"    r 


riJt 


^q  fl'Sd; 


o5#f  fif  ": .    . 
.0X91  ,eone 


m??t  5nB 


are  not  only  well  equipped  mentally,  but  are  self- disci- 
plined and  correct  in  their  relations  with  society."  ^ 

Palmore  was  forced  to  close  in  January  1914, 
because  of  the  dlstirubed  political  conditions.    In  August 
of  that  year  the  Spanish  department  was  re-opened  in  order 
to  ssive  the  property  and  hold  the  people  together.    In 
August  1916,  all  the  work  except  the  boarding  department 
was  resTimed.   Foxsr   missionaries  and  f  o\ir  teachers  from 
the  city  formed  the  faculty.   The  session  was  suddenly 
cut  short  by  orders  from  the  United  States  government  for 
all  Americans  to  retire  from  Mexico.   Miss  Wilson  says 
In  this  connection:   "v/e  came  with  great  reluctance.   Our 
people  had  shown  so  much  affection  and  hope  for  the  college. 
The  enrollment  for  the  six  weeks  had  been  177. 

"The  government  of  the  past  year  and  a  half  has 
been  kind  to  us.   We  had  every  help  and  protection  pos- 
sible.  Not  only  this,  but  the  principle  officials  placed 
their  children  in  our  care.   The  kindness  on  the  part  of 
the  administration  Just  passed  Into  history.  Is  but  a  repet- 
ition of  the  protection,  patronage  and  assistance  we  have 
received  from  every  administration  from  the  time  of  President 
Diaz  to  the  present  day,  during  the  whole  of  oup  twenty-one 
years  In  Chihuahua,  both  from   state  and  federal  officials. "2 

J  Manueerlpt  of  A  Report  for  the  Kentucky  Conference,  1910. 

2.  Manuscript  of  a  Report.  Miss  Elizabeth  Vilson.  1915. 
F.1   Paso,  Texas 


■   *   '>P  f?\  -^  T  '^  i         ^^  •  •  f»  .  ''   ■>    '  .'■■<.•>(>•»       Fv«3  rr^T  ?   ■  t '-.  c;        r   i   i^r,-       »;•   f  ?  .v-        H /^  .--■ 

■    fit    f^  5*»5'10't    ^^w    9*W0ldlM^. 

■  Si.      .,■■.  -.-•  * 

£il        .  ,'>^  «^Xcro©€»  • 


7U0 


srri'jf^  f  .  tsr?i 


When  the  Woman's  Board  resumed  work  In  Mexico 
In  1919  the  School  at  Chlh\iahua  was  re-organized.   Through 
^LH  exchange  of  property  a  new  building  was  received  from 
the  Congregatlonallsts  and  this  was  used  for  the  boys  board- 
ing department.   Reverend  J.  P.  Lancaster  was  appointed 
principal  and  Miss  Mary  Massey,  Associate  Principal* 

One  of  the  buildings  on  the  school  compound  was 
used  to  house  the  first  settlement  work  of  the  Woman's 
Council  when  in  1919,  "El  Centro  Cristians"  was  established* 

Miss  Massey,  who  became  principal  in  1921  includes 
the  following  facts  in  her  report  for  that  year*    Palmore 
Biatrieulated  580  pupils  in  all  departments  for  the  year* 
"0\a*  closing  programs  were  attended  by  1600  people  each  of 
the  two  nights.   The  Governor  of  the  State  attended  the 
second  night  and  gave  out  the  certificates*" 

Part  of  the  contribution  which  Chihuahua  has  made 
to  the  furthering  of  civic  progress  in  Mexico  is  s\jmmed  up 
In  a  brief  report  made  by  a  number  of  leaders  of  Southern 
Vethodisa  in  Mexico  in  which  they  say:   "The  ex-students  of 
Palmore  College  are  found  in  every  great  enterprise  of  the 
State  of  Chihuahtui*    More  than  40  Christian  homes  have  b'^en 
founded  by  its  students.    More  than  20  of  its  students  have 
given  acceptable  service  as  teachers  in  Mexico.   The  best 
citizens  of  every  political  creed  have  placed  their  children 

1.  'I'weirtn  Annual  Report  of  the  Woman's  Missionary  Council 

of  the  Methodist  Episcopal  Church,  South.   Page  290.  1922 


-l>*xsocf  •  ?rf^  ^'  ^  w   saw  »idf  ham  a^ail  ^oO  erf:^ 

,5s:^r'^oqf^A  8«w  *isi8«®ir«»l   -*!    ♦t-  fc... 

8SW  teiioqfmos    a  itft  00  R-qitlSIix/d  ©ff^'  to   i^\  T- 

8*ii«iioW- ©ff:t  to  ^10'*  ti/  -tea   ."ta»iJ:t   -.  ^  rsod  'of  b^^u 

■to©  M^  td  t'la^     ■ 
«if   f^#a»rfi?^<ff<»  '.-tpM'  ':-  'Tf*!   @ll^    Oil' 

f*#^-d  0¥.«*.l  at.«©4  iialifai*Ma  0-^  ■•'        -  .  ^  lo  a^a^e 

#v«yl  a. -J  •         -  "^  '-^   »*tl   frf   '  '^^ 


»1 


under  its  tuition,  and  it  nuxnbers  its  friends  by  the 
thousands.   It  has  touched  every  circle  of  society  in 
the  city  and  Its  influence  is  felt  throughout  the  state*' 

In  addition,  Palinore  College  has  made  an  enviable 
reputation  in  the  development  of  coxomeroial  education.  The 
department  at  Palmore  was  the  direct  cause  of  the  estnblish- 

ment  of  six  other  commercial  departments  throughout  the 

2 

Republic.      By  training  young  nen  and  women  to  efficiently 

build  up  the  commercial  activities  in  Mexico,  the  school  has 
helped  in  bettering  economi-c  conditions. and  has  thus  contri- 
buted to  the  establishment  of  a  more  progressiwe  Mexico. 


1.  A  Protest  to  the  Board  of  Missions  on  the  "Cincinnati 

Plan"  by  the  L^issionaries  of  the  Methodist  Qhurch, 
South,  in  Mexico.  19X(^» 

2.  Manuscript.  Report  by  Miss  Elisabeth  Wilson.  1915. 


I 


»QDXX 


CHAPTER  VIII 
The  Educational  Activities  Begun  at  El  Paso 


While  the  Southern  Methodist  forces  had  pushed 
across  the  Mexican  border  and  had  caused  the  missionary 
frontier  to  recede  as  far  as  Durango,  a  corresponding 
expansion  had  taken  place  along  the  border  towards  the 
Pacific  Ocean,  and  down  the  western  coast  of  Mexico.  The 
field  had  become  so  extensive  by  1890  that  the  Mexican 
Border  Conference  was  divided,  the  western  section  becoming 
the  Northwest  Mexican  Conference  ,with  headquarters  at 
El  Paso. 

In  January  of  this  same  year  the  first  efforts 
to  open  a  school  in  El  Paso  were  begun  by  Miss  Blanche 
Ollberty  who  had  had  some  eig^t  years  experience  in  the 
▼arlous  schools  of  the  V'oman's  Board  of  Missions.   The 
school  developed  with  remarkable  rapidity,  and  at  the 
close  of  the  first  year  there  were  some  124  pupils  enrolled. 
Ifirltlng  of  the  opportunity  presented  by  this  work.  Miss 
Gilbert  said: 

*W^  have  reached  such  proportions  we  can  not  do 

1*  I.  0.  John.  Hand  Book  of  Missions,  page  270 


r$eQ  eel 


hni-f    K^'BTCl     :tRthO; 


r"t 


.oast  Id, 


•  anQxz  oa  &^am- 


o:> 


o'-  .■'^■",t 


Justice  to  our  own  work  except  in  a  regular  school  build- 
ing.   I  have  a  fair  prospect  for  an  extensive  boarding  de- 
partment which  will  support  itself  in  a  great  meaaui'e.   I 

.  1 
have  not  known  of  as  fine  an  opening  anywhere*-." 

of        Miss  Gilbert  continued  the  school,, until  1893<  y;!!?^^ 
was  turned  over  to  Miss  Effie  Edington,  a  graduate  of  Hollins 
Institute  of  Virginia  in  November  1894.   The  school  con- 
tinued to  grow,  but  in  spite  of  the  bright  prospects,  it  was 

closed  in  May  1897  becauae  of  the  inability  of  the  Boards  to 

2 

aid  in  supporting  it* 

But  the  need  was  so  great  because  the  public  schools 
were  inadequate,  and  the  number  desiring  to  learn  English  was 
fo  large,  that  the  Reverend  J.  F.  Corbin,  who  was  in  charge 
of  the  work  of  the  Methodist  Episcopal  Church,  South,  among 
the  Mexicans  at  El  Faso,  determined  to  make  another  effort 
to  fo\ind  a  school* 

He  secured  Miss  Prances  Montague,  who  had  served 
on  the  faculty  of  Palmore  College j|  Chihuahua,  to  reopen  the 
school,  paying  her  a  small  salary  from  his  own  means* 

In  September  1901,  the  school  was  opened  in  rooms 
back  of  the  Mexican  Church  then  located  on  South  Campbell 


1.  Scrapbook  (J.P.Corbin)  Vol.  I;  page  57,  col*l 

2.  Diaries  of  Rev.  J.  P.  Corbin,  1894-97 


-feXiiiJU   i.'joiiDe  ijbX«3P»*x  m  .  .a   omq  tuq  oj   eoxjex-'l, 

B^--^  ^_^        -ris?*!  Oct ^11  ,«*rCf  BfTB    ,  ^-t^:?  o^^Bfrl- .0t#w 

imn  td^uo^  ^dQtud^  ImiQ&mtqE  SBilmdSm.ed$^  tf>s»ir  sift  to 


street,  the  purpose  being  to  teach  English  to  the  Mexican 
boys  and  girls  and  to  bring  them  under  the  Influence  of 
the  Gospel  through  Christian  teachers  and  Bible  study*  1^ 
was  called  the  Eff le  Edlngton  School  to  honor  the  memory 
of  Miss  Kdlngton^the  former  teacher,  who  had  shown  such  love 
and  Interest  In  the  Mexican  children  and  i^o  had  greatly 
endeared  herself  to  them*   In  1900  she  had  served  as  a 
■0aiber  of  the  Ruth  Hargrove  Institute  at  Key  West,  and  had 
met  a  tragic  death  by  drowning  while  In  swimming  with  a 
group  of  teachers  and  pupils  the  day  after  school  closed  In 
June* 

The  grades  taught  at  first  were  the  first  and 
second,  but  the  school  Increased  to  an  enrollment  of  fifty 
bv  February  1902. and  made  the  expansion  of  the  course  of 
study,  and  the  securing  of  another  teacher  absolutely  In- 
dlspenslble.    Miss  Jessie  Burford  was  secured  smd  remain- 
ed as  associate  principal  until  1920* 

Two  months  after  the  opening  of  the  school  a  new 
church  located  at  Foxirth  and  Stanton  Streets  was  completed 
and  the  school  was  provided  with  new  quarters  in  the  large 
basement  of  the  church*    Later  an  annex  was  built  which 
served  as  a  home  for  the  teachers  and  additional  school 
rooms. 


1.  Diaries  of  J.  F.  Corbln  1900-1901* 


cm   mvGii 


38  M    lO 


fr^i^rf : 


■3.iti^-i^  %J  . 


■ifxyf  r\if.. 


li04#X^Eio^'  %mm  y. 


•  Bnu  J 


In  1908  the  school  was  changed  from  a  co-educa- 
tional plan  to  a  school  for  girls.   This  plan  proved  very 
successful  and  for  several  years,  because  of  the  lack  of 
room,  many  pupils  were  turned  away*    In  1918  a  fine  pro- 
perty on  San  Antonio  Street,  nine  blocks  from  the  center 
of  the  business  district  was  purchased,  and  a  boarding 
department  was  begun.   The  average  annual  enrollment  had 
then  grown  to  200  pupils* 

The  school  plant  consists  of  three  buildings 
which  provide  school-rooms,  dormitories,  rooms  for  the 
faculty  members,  a  large  dining  room,  and  an  assembly  hall 
to  be  used  for  school  entertainments,  recitals,  etc* 

The  course  of  study  is  the  same  as  that  of  the 
public  schools  of  El  Paso  through  the  Junior  High  School* 
In  addition,  Spanish  composition,  reading  and  grammar, 
together  with  Mexican  history  are  required  from  the  third 
grade  on  through  the  upper  grades. 

A  serious  problem  in  the  early  years  was  holding 
the  girls  beyond  the  fotirth  grades*    "Every  inducement  pos- 
sible was  held  out  by  the  teachers  to  encourage  the  pupils 
to  finish  at  least  the  eight  grades  of  the  cotirse  then 
adopted  by  the  school,  but  they  wanted  only  a  speaking  know- 
ledge of  English  in  order  to  get  employment.    Gradually, 
however,  a  fev-  began  to  aspire  to  complete  the  course,  and 


3ilJ30eCi     ^B1MQ\  ^  ^^£if\t 


.-■.■  irf  .""•'.  «^ 


.,         /,.,,^-{ 


?0cf  ©©idi  lo  B  SB  I  BOO  0  Snmlq  Xoo 

1''.    NC.'.'I 

id  mSBlqmo  ^woif 


now  for  eight  consecutive  years  a  class  has  finished  and 
gone  on  to  high  school."       In  addition,  six  girls  have 
continued  their  work  in  American  colleges. 

The  purpose  as  stated  by  the  catalogue  of  the 
school  is  given  in  these  words:   "It  is  the  purpose  of  the 
faculty  to  give  to  students  a  vision  of  the  opportunities 
for  life  service  and  inspire  them  to  have  a  part  in  the 

great  program."  ^ 

Effie  Edington  has  had  a  double  mission  in  the 
past,  for  some  of  her  students  have  gone  back  to  the 
Mexican  people  as  teachers  and  religious  workers,  while 
sany  others  have  married  and  made  their  homes  in  El  Paso 
and  other  places  in  the  United  States.   Effie  Edington 
has  prepared  those  who  have  returned  to  their  own  people 
for  service,  and  she  has  aided  those  who  have  remained  to 
adjust  themselves  to  American  life  and  ideals*   The  great- 
est  contribution  which  is  in  process  of  being,  is  the  number 
of  girls  who  have  continued  their  work  in  high  schools  and 
who  have  made  unusual  records  in  their  work.   They  have 
helped  some  of  the  Americans  who  are  greatly  in  need  of 
Americanization  to  a  new  appreciation  of  the  Mexican.   In 
addition,  six  girls  were  in  American  colleges  last  year  pre- 
paring for  greater  usefulness  in  Mexico.   When  Mexico  is 
in  such  need  of  real  leadership  this  service  is  of  supreme 
value  to  her  civic  well  being* 

1.  Catalogue  Fffie  fedington  School,  1920 

2.  Catalogue  Effie  Edington  School,  1920 


edit  lo  eiTa 


0.1.' 


,  f,fa      ,.-,-♦ 


S  ui    «f 


.. .-.  •.  r  r^     ... 


8x    ixX''      :alxicwr   ©r: 
3  nolelv   *» 


•«4f'>ff..'t'& 


-.  '^J.      «- 


3  xlsid  o^  no   enos 
w  ttedi  be 


i-.  .-f  «^ 


"'8 


♦VljS^    OJf   Y^-f^^^^ 


->     ..  1  t  r 


q   aBoJLiC^ 


o.-*  r 


%■■ 


t^l9N9»0* 


4      a  rtrr  T'ii.  a  rr-- 


8^    O^i 


91    90  i^ 


0S9X    ,X 


jXfiv 


-55- 


CHAPTER  IX 

The  Further  Development  of  the  Educational  ^'ork 

at  El  Paso. 


£1  Paso  was  early  recognized  as  a  strategic  center 
because  of  its  location  as  the  "gateway**  to  Mexico.   The 
Methodist  Episcopal  Church,  South,  consequently  adopted  the 
plan  of  concentrating  effort  on  equipment  there.  With  a 
strong  church  organization  and  the  development  of  Effle  Edlng- 
ton  Girls*  School,  the  work  was  early  placed  on  a  substantial 
foundation*  But  in  1912  because  of  the  liberality  of  Mr. 
Millard  Patterson,  an  attorney  of  El  Paso,  a  boys  school  was 
made  possible,  and  the  work  was  greatly  advanced.  Though 
Mr.  Patterson  is  a  member  of  the  Church  of  the  Disciples^  he 
made  this  generous  gift  to  this, a  sister  denomination,  that 
a  suitable  monument  to  the  memory  of  his  deceased  wife  might 
be  established.   Mrs.  Patterson  was  a  member  of  the  Southern 
Methodist  Church  and  had  for  many  years  been  deeply  interest- 
ed in  developing  a  native  ministry  for  Mexico.   The  school 
was  called" Lydi a  Patterson  Institute**  to  honor  her  memory. 

In  December,  1912,  Mr.  Patterson  acquainted  Rev. 
J.  F.  Corbin,  then  Superintendent  of  the  Western  Mexican  Mis- 
sion w swir ,  and  enlisted  his  help  in  securing  a  suitable 


* '.,;  a  .p> ".' 


XalJf- 

.f»   Ic  -   SX0..', 


-55- 


CHAPTER   IX 

The  Further  Development   of    the  Educational  Yifork 

at  £1   iaso. 


El  Paso  was  early  recognized  as  a  strategic  center 
because  of  its  location  as  the  "gateway"  to  Mexico.   The 
Methodist  Episcopal  Church,  ^outh,  consequently  adopted  the 
plan  of  concentrating  effort  on  equipment  tnere.   With  a 
strong  church  organization  and  the  development  of  Effie  Eding- 
ton  Girls'  School,  the  work  was  early  placed  on  a  substantial 
foundation.   But  in  1912  because  of  the  liberality  of  Mr'; 
Millard  Patterson,  an  attorney  of  El  Paso,  a  boys  school  was 
made  possible,  and  the  wor^  was  greatly  advanced.   Though 
...r.  Patterson  is  a  member  of  the  Church  of  the  Disciples,  he 
made  this  generous  gift  to  this,  a  sister  denomination,  that 
a  suitable  monument  to  the  memory  of  his  deceased  wife  might 
be  established.  i..rs.  Patterson  was  a  member  of  the  Southern 
Methodist  Church  and  had  for  many  years  been  deeply  interest- 
ed in  developing  a  native  ministry  for  Mexico.   The  scnool 
was  called  "Lydia  Patterson  Institute"  to  hotior  her  memory. 

In  December,  1912,  Mr.  Patterson  acquainted  Rev. 
J.  F.  Corbin,  then  Superintendent  of  the  Western  Mexican  Mis- 
sion, which  included  El  Paso,  with  his  plan  of  erecting  a 
building  for  the  Mexican  work,  and  enlisted  his  help  in  secur- 
ing a  suitable 


iaiM  »1113  lo   cfn©mqoI»v©5  sxlJ    bne  ^"^ie 

3fiw   loo  no 8   8^od  s    tOae  'j^nTOiJ^e  lOQi^'i^B'i   fyiBlli:. 

9n    taaJfqiosiu  diiJ    lo  iio*ifixiO  ©n-  isdMSi  :}3io^^8^    . 


,V5H  b©^n  iJSJjpOB  noai- 

B  ^l^oeie  lo  nslq   a  In 
i0O#8  nl  qlerf  aid  bBSsiLae 


ol   haft  bctQ  ffoijjrfD  jTelborfie  -. 


a  s o  Ix^M  :  tbltud 


\ 


-66- 


location*   Sometime  after  this  President  v:adero*8  death 
occurred. ai;d  seemed  to  make  a  profound  impression  upon 
Ur«  Patterson^and  his  interest  in  developing  Christian 
leaders  for  Mexico  was  greater  than  ever.^ 

The  deed  to  the  property  which  ■§«  presented  to 
the  Board  of  Missions  December  A,  1915,  gives  the  purpose 
of  the  school  in  this  form: 

"The  property  conveyed  by  this  instrument  is  to 
be  used  for  the  education  and  religious  training  of  boys 
and  young  men,  and  as  soon  as  may  be  convenient ,  for  the 
preparation  of  young  men  to  preach  the  gospel  of  Christ  in 
Mexico. "^ 

In  June,  1915,  Bishop  H*  C.  Morrison  appointed 
J.  P*  Corbin  to  superintend  the  erection  and  equipment  of 
the  building^ and  to  organise  a  school  as  soon  as  feasible. 
Misb  Norwood  Wynn,  who  had  been  Principal  of  one  of  the 
schools  of  the  Womans  Board  of  Missions  in  Mexico,  was  se- 
cured to  begin  the  work*   The  school  was  opened  on  September 
9,  1913  with  six  boys*   The  school  was  conducted  in  the 
chapel  of  the  Presbyterian  Church  until  the  Institute  was 
completed  in  November  of  the  same  year.  By  Spring  the  en- 
rollment had  reached  100  and  another  teacher  was  employed. 

In  July,  1914,  Rev.  Laurence  Reynolds,  a  graduate 
of  Southern  Indiana  Normal,  and  who  had  been  in  charge  of  a 


1.   J. F .Corbin.   Manuscript.   Lydia  Patterson  Institute.,P9^.  1914. 
2.     J. F. Corbin.   Manuscript.   Lydia  Ffetlerson  Institue.  Oct.  1914. 


dJ^m^b  8*ot 


»l3«l*ri    %? 


,nof-S 


•:x      (^  "J  s: 


LkJolJfii'UiO 


i^VSi 


t  a    yiMJ 


I    ilAV    <S®f3Cf 


idbaa 


^HS  fo 


j«»¥l^ 


Ot    «i 


J.-f  f     v<^ 


•riJ   lo 


id1  boBL 


iQ   4^ 


.--  i-jito  to  Imi  '  sin 

91  ,e 


.be 


3e<i  barf  JnemlXoi 


*  ^J.^ 


i  -J- *.- ..  '\     1™    T  r 


-57- 


school  for  boys  in  Sa  n  Luis  Potosi,  was  appointed  President 
of  the  Institute.   By  his  broad  vision  and  indefatigable 
labor  the  school  had  developed  until  it  had  a  student  body* 
of  475  members  in  the  Spring  of  1922.  .In  addition  to  the 
original  building  which  is  a  three-story  building,  modern  in 
every  respect,  is  an  Industrial  Annex  which  was  completed  in 
1921 •   This  building  provides  additional  dormitory  accomoda- 
tions, school-rooms,  an  auditorium  with  a  seating  capacity  of 
25,000  persons,  a  large  gymnasium,  dressing  and  shower  rooms, 
a  swimming  pool,  club-room,  additional  administration  offices^ 
and  an  entire  floor  for  automobile,  carpentry,  tailoring,  and 
printing  shops .   The  school  plant  is  now  worth  more  than 
1150,000.  ,4  ral 

The  service  which  Lydia  Patterson  Institute  has 
rendered  Iwexico  has  been  a  large  one.   During  the  political 
disturbance  in  Mexico  thousands  of  Mexicans  took  up  their  «  ^ 
residence  in  El  Paso.   Many  of  the  boys  of  these  families  were 
placed  in  the  Institute  that  they  might  learn  English  under 
conditions  which  were  not  so  radically  different  from  those  to 
which  they  had  been  accustomed.   Many  of  these  boys  were  from 
homes  of  the  upper  class  Mexicans,  and  may  become  the  leaders 
of  Mqxico  in  the  future.    The  principles   and  ideals  of  the 
Institute  if  incorporated  into  their  lives   will  aid  in   the 
development  of  a  democratic  Mexico.   The  Institute  was  founded 


,  <iiy(jvjo  *   aa/i 


I    3^-; 


-a  X 


:J      iC 


>cfm9ir; 

^  iU-L  jlUCf    I B U 1  .^,  J.  10 


R.      v.*    I  _ 


1  J.  u  y  ti- 


,  araooi  19 won 8  Jdha  anieae^ifc   tflu/lafixuir^S  e  i^q  000,  dS 

no/ij   9iom  rfiJiow  wc  neiq   iconoa  am      ,  aqoxis  aniJ 


isol^lloi^  9rii  ^iii         ,  Tio  9gifil    8  cr@0tf  8flri  oolxsM  59i9bnei 


•Tin;;  .  -iineo  J^X'i',  .  onssr/orf,!   ool>; 

lebnu  £l€  113021  ii*iJ89X   ^ligM  79x1^  Jexl^   ©d^jjJiifa^ 
moil  913^7   3Y0cf  8B9rlJ   to   v^ns*^-     ■»Ds;itoJ3iJ00s  iisaa 


o    af  f-'^b  f 


rf  i-  P  ; 


oqiGO;- 


aonsDisaT 


3niorf 

...!   lo 

9V9b 


-58- 


for  the  training  of  ministers,  and  lnX921  there  were  aibout 
20  young  men  preparing  for  this  service.   In  extra-curriculwa 
activities^  the  school  has  demonstrated  the  appeal  which  the 
team-game  may  have  for  Mexican  boys.   In  basket-ball  the  school 
has  developed  champion  teams  for  several  consecutive  years. 
This  type  of  work  is  entirely  new  to  the  Mexican  boys  but  they 
have  shown  marked  adaptability  in  this  line.   The  ITight-school 
for  clerks  and  other  workers  has  rendered  excellent  service. 
It  is  impossible  to  estimate  the  extent  of  the  good  accomplish- 
ed, but  it  is  certain  that  in  the  past  few  years  several  hundred 
have  had  the  opportunity  of  learning  to  read  and  write  in  their 
own  language,  while  others  have  been  taught  the  Bnglish  1  nguage. 
These  benefits  derived  fromthe  work  of  Lydia  Patterson  Institute 
have  been  for  the  advancement  of  civic  progress  both  in  Mexico 
and  in  the  United  States.   The  interdependence  of  the  two 
natiODS  due  to  their  close  proximity  demands  mutual  aid  and  a 
better  spirit  of  co-operation,  therefore  the  school  which  helps 
luring  this  about  fosters  the  real  spirit  of  deniDcracy. 


1.   School  catalogue.   1920-21. 


S.u_.   . 

.  'tlHO^BlJXc 

■OlVIQl 

&£i^  doMw  Im 

't4«nc 

7tf  ijv'  -jL%t  an 


:    lo   s0Ai@6a«qs»b'<e^  .^f^^nSB'  b^^  tnti   Bd4 

;.  <i4ii#4if.   ""■  ■  -J  ii...ti»■ 


CHAPTER  X 
The  hstablishment  of  Wesleyttxi  Institute. 


The  rapid  development  which  has  characterized 
the  missionary  activity  of  the  Methodist  Episcopal  Church, 
South,  among  the  Mexicans,  nas  made  frequent  reorganization 
of  cotif ere^iCes  and  oth(  r  governing  bodies  necessary.   In 
1914  one  of  these  changes  became  imperative.   Because  of  the 
disturbed  political  conditions  in  Mexico,  thousands  of  iviex- 
icnns  came  to  the  United  States.   This  great  influx  of 
refugees  placed  an  added  responsibility  upon  the  church  to 
minister  to  their  needs,  and  in  order  to  do  this  effectively 
it  became  necessary  to  organize  the  work  among  the  Mexicans 
of  -est  Texas,  south  of  the  Pecos  River,  into  "The  Texas 
Mexican  Mission."     No  sooner  had  this  reorganization  taken 

place  than  the  need  of  a  training  school  for  Christian  workers 

o 
within  the  bounds  of  the  Mission  began  to  be  urged.     These 

efforts  finally  culminoted  in  the  founding  of  the  iiexican 

Methodist  Institute^ now  Wesleyan  Institute.   Property  which 


1.  w.ission  in  this  sense  is  an  organization  similar  to  a 

conference,  but  with  one  or  two  privileges  of  the 
conference  restricted.   Such  as  the  right  of  voting  by 
delegates  in  the  "General  Cor.ference"  wnich  meets  each 

quadrennium  and  in  the  supreme  governing  body  of  M6:thodism. 

2.  Personal  letter.   K.B.Vari^as.   Oct.  1922. 


7l4&ilX    . 


;i«ti.XdsJis 


iji>»i 


do  i  If  IB  ^n&£3qoi 


«n  ©jT* 


«>t>Xi>Od    ^ilXildV' 


:^0  U' 


dffQ    I 


,i  V.-'       A.U  X  .i 


sa  J.!;  u      s. 


>n«J    »;s 


tilC?   -i  «v<        iiV  J,  U 


8i8>l'!£0w    fieiJai'xiiO  lo'i  Xooiiaa  ^ 


.0     £>©€., 


,.  a  ^  ©.**.. 


Oil   •Xfiilrnla  nol-Jasi 


-60- 


had  formerly  been  used  for  a  private  school  for  American 
boys  was  purchased  for  |15,000.   It  was  located  in  West  End, 
a  suburb  of  San  Antonio,  Texas,  and  consisted  of  three 
buildings,  with  four  acres  of  ground,  including  one  of  the 
best  athletic  fields  in  San  Antonio. 

The  school  was  opened  October  15,  1917,  with  11 
pupils,  this  number  increasing  to  50  before  the  end  of  the 
year.   The  Rev.  J.  A.  Phillips  and  four  assistants  made  up 
the  faculty.  0.  A.  Manning,  who  had  served  for  eighteen 
years  in  various  capacities  in  the  Methodist  school  at  Puebla, 
succeeded  Mr.  Philips  as  Principal. 

Mr.  W.  W.  Jackson,  a  graduate  of  Southwestern  Univ- 
ersity, Georgetown,  Texas,  became  President  in  1921, and  under 
his  leadership  the  school  has  grown  to  an  enrollment  of  71, 
59  of  these  being  boarders.   This  is  capacity  attendance  and 
more  room  is  a  necessity* 

The  work  of  this  school  is  characterized  by  the 
flexibility  of  its  curriculum  since  it  is  especially  designed 
to  meet  the  needs  of  two  types  of  students:   (1)  boys  who 
have  had  the  training  offered  by  the  public  schools  of  Mexico 
and  who  are  handicapped  by  their  lack  of  English;   (2)  mature 
young  men  who  are  planning  to  return  to  Mexico  as  preachers 
and  Christian  workers. 

One  of  the  chief  aims  of  '.Vesleyan  Institute  is  the 


Sfl 


bas  eoi 


sQQja'-.  j.i>oa3^' 


3if>Qd 


a'liiiiijn    \  i£> 


mm  oo 


^^X-iU.- 


£U    AmlMQll^lii 


JB  ^a0d 


, X^lBtm 


-61- 


glving  of  an  easy  command  of  both  English  and  Spanish*   The 
chief  contributions  which  'Vesleyan  has  yet  made  have  been 
the  Christian  leaders  It  has  developed, and  the  facilitating 
of  the  adjustment  of  the  Mexican  boys  to  American  customs 
and  methods.   This  latter  reacts  In  a  very  decided  way  upon 
the  attitudes  of  the  Mexicans  toward  the  Americans.   Sympa- 
thetic Interest  such  as  tnls  school  demonstrates, as sure a  more 
cordial  relationship  eventually  between  the  United  States  and 
Mexico*  For  when  Mexico  begins  to  have  real  confidence  in 
the  nelghborliness  of  the  United  States,  and  Americans  become 
socially  intelligent  enough  to  appreciate  the  capacity  of  the 
Mexican,  then  a  new  day  of  good-will  and  co-operation  will 
dawn  for  the  two  nations* 


VS  Gi. 


9  5^.i  d. 


x^     lo    ad^ii. 


■.  ■■  ■  ria€r-#  i-«#*T  avAtti  ©4  x^iii  i! 


Wn    M 


i 


-62- 


CHAPTER  XI 

Staommry   of  the  Civic  Falue  of  the  Past 
SciiOol  Activities  of  Southern 
Methodism  in  Seven  Centers 
of  :  exican  work. 


Because  of  the  very  nature  of  its  postulates 
eoncerniiig  the  supreme  worth  of  the  individual  human 
being,  the  freedom  of  the  will  and  the  right  of  choice » 
the  necessity  of  a  supreme  loyalty  to  God  and  love  of 
neighbor  as  of  self,  l&^thodlsa  has  always  fostered  de- 
mocracy and  furnished  a  medium  well  suited  to  the  estab- 
lishment of  a  better  social  order*  The  American  Methodists 
who  entered  Mexico  linked  with  these  tenets  of  their  faitn^ 
the  American  interpretation  of  democracy  as  expressed  in 
the  principles  of  liberty  of  conscience »  separation  of  church 
and  state,  access  to  the  Bible,  and  equality  of  opportunity 
for  education.  It  was  but  natural  then  that  as  they  established 
churches,  they  should  also  provide  schools.   One  of  the  fun- 
damental needs  of  a  democracy  is  an  intelligent  citizenship. 
For  as  society  has  g^own  more  and  more  complex  and  the  inter- 
dependerice  of  individuals  and  groups  has  increased,  it  has 
become  essential  for  the  welfare  of  the  group  that  its  component 
parts  be  intelligent  and  informed.  Because  of  the  increased 


■J   q4 


vi  i?»i«v       ^JSt?;, 


Bt>rtf9iot 


^mdBl 


>qefe 
ill  ad  8^*XBq 


-63- 


complexity  of  living,  the  opportunities  for  face  to  face 
contacts  have  dimlnicned.   To  secure  concerted  thought 
and  action  the  larger^ more  complex  ^oup  has  been  forced 
to  resort  to  the  use  of  the  printed  page,  the  delegation  of 
powers  and  the  employment  of  representatives.  Co?*operative 
action  and  the  achievement  of  lil^e-jnindedness,  therefore, 
demand  Intelligent  citizens*  Mexico  was  in  dire  need  of 
help  In  wrestling  with  her  tEemendcus  problem  of  an  1111 t- 
eral^^ citizenship.  The  schools  of  the  Methodist  Episcopal 
Church,  South,  rendered  a  real  service  to  her  because  they 
gave  instruction  in  the  use  of  the  tools  of  knowledge  and 
assl^ed  in  the  attack  upon  her  illiteracy.  But  the  histori- 
cal sketch  of  the  schools  reveals  other  contributions  such 
as  the  formation  of  habits,  attitudes  and  ideals,  which  sent 
the  boys  and  girls  forth  better  prepared  to  participate  in 
the  group  life  in  which  they  found  themselves.   Because  these 
contributions  deal  largely  with  ideals  It  is  impossible  to  . 
measure  their  extent*   Since  denocracy  itself  is  a  system  of 
beliefs  and  ideals  ever  changing  and  ever  progresslr^,  this 
study  does  not  lend  itself  to  minute  mathematical  measure- 
ment.  The  kinds  of  habits,  the  types  of  attitudes,  the 
character  of  ideals  together  with  their  reaction  upon  con- 
ditions as  they  existed  and  their  possible  influence  upon 
progress  toward  democracy,  are  the  real  measures  of  the  work 
done. 


tm^not  a##cf  ^5 ill  j»a  b.,'. 

0v14p'          ■  o0   •§#¥!*? iS.  ,:,i#   ^iia    ^*ii    a*.i 

■  4  #*fot®*isiiJ    »                                     lo  #   ■  '^M  &d^   btiB  no  Mom 

10  sXo€54 ,  mi^:  lo  €^«5Jsi  fc*aj  ill  iioiw 

.   .O.cf   01                  :    ®l   ^1   ai 3:051  A^im  x  'Sudln- 
r.-                  jilai  0Xdls«5oq  •xi.e 


-64- 


There  were  two  types  of  civic  values  contributed 
by  the  schools  of  the  Methodist  Church,  South,  in  Mexico* 
The  first  of  these  was  developmental,  the  second  projective. 
By  developmental  contributions  are  meant  those  which  were 
■ore  or  less  incidental  to  the  experience  of  the  pupil  in 
the  school  and  home ^   such  as  the  formation  of  habits   of 
neatness  and  order,  the  acquisition  of  skill  in  household 
tasks,  the  appreciation  of  the  value  of  co-opera tioii  in 
daily  routine,  the  appreciation  of  the  dignity  of  work  and 
tne  development  of  reliability  through  assumption  of  respon- 
sibility. By  the  projective  contributions  are  meant  those 
which  were  purposeful  and  consciously  directed*   Of  this 
type  was  the  training  of  American  workers  at  Laredo >  who 
were  to  go  forth  to  further  develop  education  throughout 
the  Republic.  Also  the  vocational  training  in  commercial 
lines  and  for  the  teaching  profession  in  this  category.  The 
development  of  these  teachers  is  indicative  of  the  great 
service  which  these  schools  have  rendered  ir  helping  to 
bring  about  better  conditions  for  all  the  womanhood  of  Mex- 
ico* The  schools  have  tanight  the  supreme  value  of  the  indi- 
vidual;  they  have  taught  the  responsibility  of  the  women  of 
Mexico  in  uplifting  the  nation;   in  addition  they  have  stress- 
ed  the  subjective  side  of  Chv*i8tianity,  linked  with  the  ob- 
jective phase  which  stresses  the  relation  between  religion 


^iaiv  ^krto 


.i.  ^  iJiiXJ 


;£ixi3ii3'ij    Xijngxaa^c*; 


4,jk^%ii: 


10    i 


■1  ^u 


■ISY0& 


-65- 


and  conduct,  with  the  result  that  the  nomanhood  of  Mexico 
has  been  raised  to  a  higher  level  •  Degr^^datlon  and  ignor- 
ance are  being  dispelled  and  today  many  purposeful  young 
women  of  vision  are  entering  various  fields  of  activities 
to  share  In  the  task  of  making  Mexico  a  better  and  happier 
nation. 

Another  projective  contribution  made  by  these 
schools  was  the  breaking  down  of  racial  and  religious  pre- 
judices and  the  Introduction  of  c  meesure  of  tolerance. 
Closely  akin  to  this  service  is  the  one  which  the  schools 
along  the  border  are  rendering  through  the  interpretation 
to  Mexico  of  the  ideals  of  democracy  as  exemplified  In  the 
United  States,  and  through  the  encouragement  of  a  patient 
and  friendly  attitude  on  the  part  of  Americans. 

The  chief  projective  coritribution  which  these  seven 
schools  have  made  Is  the  sense  of  responsibility  which  they 
have  Inculcated  In  the  students  to  help  make  Mexico  a  great 
Christian  nation.   The  supreme  purpose  in  the  establishnent 
of  the  schools  has  been  the  development  of  efficient,  in- 
telligent Christian  leaders.   The  records  of  the  young  men 
and  women  of  Palmore  College  are  but  typical  of  a  greater 
group  who  have  gone  forth  to  promote  the  advancement  of  Mexico. 

Ths  outstanding  contributions  then,  which  the  schools 
under  consideration  have  made  to  the  civic  advancement  of 


'imiw^i- 


^iidin. 


^■i^if^tc  -^sTtl^t? 


ctem 


^iism  &%B£l 


■}B 


-66- 


Mexleo  are:   a  higher  standard  of  living  and  a  oonception 
of  the  importance  of  the  home,  habits  of  co-operative  acticn, 
increased  loyalty.  Increased  sense  of  individual  and  group 
responsibility,  improved  condition  of  wonanhood,  the  develop- 
ment of  commercial  and  teacher  training^  a  diffusion  of  the 
spirit  of  neighbor lineaa ,  and> f inally/the  supreme  contribution 
of  young  men  and  women  keenly  alive  to  the  possibilities  of 
Mexico,  who  have  gone  forth  motivated  by  lofty  religious 
principles  and  high  moral  and  civic  ideal  s  to  give  of  their 
ability  and  effort  to  further  Mexico's  advancement.  Iftius  have 
the  schools  of  the  ivlethodist  Episcopal  Chuich,  South,  aided 
Mexico  in  her  progress  along  the  road  to  democracy •   " 


•• '•,^. 


^;  •  .; ,«  ^  'i-»^.'  .  i>W!»*»Cf  TKJ0X 


-67- 


PART  II 
INTRODUCTIOH 


The  Present  Status  of  the  Schools. 

To  have  achieved  a  measure  of  success  in  the 
past,  but  places  greater  responsibility  upon  the  schools 
to  function  in  the  present.   This  secticn  of  the  subject 
deals  with  a  consideration  of  the  present  status  of  the 
schools  and  their  relation  at  present  to  the  advancement 
of  Mexico  as  a  democracy.   The  first  portion  of  the  section 
is  devoted  to  facts  which  were  obtained  through  a  question- 
naire;  the  second  has  to  do  with  the  present  course  of 
study;   the  third  presents  three  movements  outside  of  the 
schools  which  have  affected  their  present  conditicns  and 
policies. 


-far 


^U^ftif-  :»*KJ     €i 


iM40»' 


-68- 


PART  II 
THE  PRESENT  STATUS  OF  THE  SCHOOLS. 

CHAPTER  I 
The  questionnaire. 

The  questionnaire  which  is  given  in  full  on  the 
following  page,  was  sent  to  the  ni  ra  schools  in  the  seven 
centers  uxKier  consideration^  and  was  accompanied  by  a 
personal  letter  to  each  of  the  principals,  explaining  why 
the  material  was  desired,  and  requesting  them  to  send 
school  catalogues,  courses  of  study  and  additional  announce- 
ments and  school  circulars.   Seven  of  the  questionnaires 
were  filled  out  and  returned.  In  addition  to  the  material 
requested  a  number  of  the  principals  sent  manuscript  reports 
and  descriptions  of  the  present  conditions  in  the  schools. 
The  hearty  co-operation  of  these  seven  principals  facilitated 
the  work  appreciable*  Some  of  the  facts  concerning  the  two 
schools  not  replying  have  been  secured  through  the  Annual 
Reports  of  the  Mission  Boards  and  h&ve  been  included  to  make 
the  facts  as  nearly  complete^  air  possible. 


'  '"NiH w»mmimiimm  **  1 1- Bmmitmtmm it  9 


'^0  a 


aiisS: 


€  '  e » f?  T  Lf o  D    .  a  ■  17 1<  n  f  2 . '  o  •'*  a  B 

*iH  siU  ii^oiil^   ben  .^ 

o4   &c  1  need   9V* 


A  QUESTIONNAIRE 


!•  Name  of  School 


2.  Name  of  Principal 
P.  0.  Address 


5.  Indicate  by  Check  Mark  whether  Boys  (  )  Girls  (  )   or 

Co-ed  (  )  School 
4.  State  Number  of  Members  on  Faculty  


5«  State  number  of  Members  on  Faculty  who  have  as  their 

highest  degree:   A.  B.  __^_  B.  S.  ,___^..^  B.D»  _^^_^_^ 

^*  ^*  __  Higher  Degrees  _^,.__^  Normal  School  

Diploma  (Not  Included  above)  ** 

6.  Do  you  require  members  of  Faculty  lo  attend  Normal  or 

College  Summer  Sessions?  Yes  ^____^  No  __._^ 

7.  How  many  days  was  your  school  actually  in  session  in  1921- 

1922?  

8*  In  your  Marking  System  how  do  you  designate: 

Very  Superior  Work  Inferior  Work  

Superior  Very  Inferior  


Good  ___^_________________  Entirely  Unsatisfactory  

9*  Check  the  following-  extra-curricular  activities,  which 
have  a  place  in  your  School  Program  and  list  any 
additional  ones: 

Boy  Scouts  _^_^   Girl  Scouts  Camp  Fire  Girls  

Orchestra  __^_   Girls  Glee  Club  _  Temperance  Soc.  

Debating  Boys  Glee  ^lub Literary  Society 

Student  Volunteers 


Tj^n: 


isei 


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0  «*!l*?  qiRflD     


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•-fc®  or  P*c*  O  3*  P^  e*  a  D  c*  O 

c*rj          pre*         pra_  *< 

cr  €♦            tr                    o  (» 

cr                                  *i  m 

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-70- 


10.  Do  you  ^Ive  all  pupils  a  Physical  Examination? 

Yes  No  

11.  Is  a  School  nurse  a  Member  cf  your  Staff?  Yes No 

12.  Check  the  following  Sports  in  which  you  have  teams: 

Foot-ball  (  )    Base-ball   (  )   Basket  Ball  (  ) 
Tennis  (  )   Hand-ball  (  ) 

13.  Have  you.  en  alumni  associaticn?  Yes  No  ____^ 

Number  of  members 


A^J^^^iii 


-71 


Discussion  of  the  Questionnaire* 

Question  1   and  2m     Since  these  merely  record  the 

naaie  of  the  institution  and  the  naise  and  address  of  the  prin-      '^ 

oipal»  they  do  not  require  discussion* 

Question  5>   Segregated  or  Co-educational  Schools* 

Girls'  schools  2 

Boys*  schools •••3 

Girls'  schools,  but  accepting 

boys  in  the  lower  grades  •  •  •  •  2 

Co-educational  ••••2 

Of  the  9  schools  2  are  girls'  schools  exclusively, 
while  2  more  are  primarily  fox*  girls  though  boys  are  accepted 
in  the  lower  grades,  3  are  for  boys  exclusively  and  2  are  co- 
educational* There  is  s\;tch  a  deep  rooted  prejudice  in  Mexico 
against  co-education  that  few  attempts  have  been  made  by  the  ^^^«,.^ 
Methodists  to  introduce  the  plan* 

Question  4*   Faculty  and  Enrollment* 
Table  I  gives  the  replies  to  this  question  and  in 
addition,  the  enrollment  for  1922-23  together  with  the  present  num- 
ber of  boarders*  These  facts  were  obtained  from  the  second  page 
of  the  questionnaire  which  asked  for  the  enrollment  by  age  and 
grade.  The  replies  varied  to  such  an  extent  that  only  the 
totals  could  be  used*   For  comparative  purposes  the  enrollment  for 
1921-22  is  also  given  though  the  facts  were  gathered  from  re- 
ports* 


•  ©*ixaxifloi:jE«sxy  @aj   xo  a< 


anj  D^QOB't  \;X0'x©ai  ©s®na  90 1 


"  noicf 801/0 


•fJOlsermslfc   0n:>r.fD^-;    .tort  oft   v?ir[:f    ,Ii8qlo 


*     •    «    • 


¥\(i>f".     r^«^  ii     V,- 


^fi^*      v' 


4^-ff     ~n  A  f-   f/l  Ar(      4a  rf  .4      iSj  AV  f  < 


«  *se4;r«^4  ^-s 


mas  mi  I  iX«;^o^ 


-72 


lai^ti 


Table  I 


School 

Ho.  on  Faculty' 

'  Enrollment 
'   1922-25 

'  Boarders 
'   1922-23" 

'  Enrollment 
'   1921-22  -'■ 

Holding  Inat.    ^ 

'     19        ' 

'     320     ' 

'    250 

'     437 

Roberts  College  ' 

26         ' 

'375     ' 

'•*  n^2 

'     460 

Palmore  College  ' 

' 

'     —     " 

'     —    ' 

'     336 

Eff le  Edlngton   " 

'      10        ' 

'     105     ' 

'     19    ' 

'     182 

MacDonell  Inst.  ' 

14         ' 

'     220     ' 

20    ' 

'     284 

Laurens  Inst«    ^ 

21        ^ 

'     220     ' 

'     20    ' 

'     290 

Ingles-Espanol   ' 

" 

' 

'     —    < 

'     175 

Lydla  Patterson  ' 

19         " 

'262     ' 

1     44    ' 

'     475 

Wesleyan  Inst«   ' 

10        ' 

'     —     ^ 

—— 

'     70 

Total        ' 

'    119        ' 

1492     ' 

425    ' 

'    2708 

The  total  number  of  faculty  members  reported  was 
119.   The  total  enrollment  for  1922-23  is  1,492  of  which  425 
are  boarders.  The  enrollment  for  the  year  1921-22  was  2,708. 
At  first  glance  it  would  seem  the  schools  were  net  holding 
their  patronage  but  the  reason  for  the  difference  in  enroll- 
ment between  last  year  and  this  is  rather  to  be  found  in  the 
fact  that  the  records  for  1921-22  are  more  complete,  and  in 


Report  >voman's  Missionary  Council  1922.   Page  288 


IS- 


ve^ 

7 

0^1^ 

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Od^ 

t 

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f 

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1 

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1 

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1 

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1 

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?.'-*?•'■-*!'  ^-'«**?«i  'jyi^ri'^iayiinWiiiM 


u^4:tx 


??II 


-tF- 


•ddltion  the  enrollments  for  1922-25  were  reported  early 
In  the  ciirr'^nt  session. 

Question  5«   Cualifl cat ions  of  Faculty. 

Number  on  faculty  having  degree  of  A.B.  -  -  -  13 

"      "      "       n      n      II  3^3^ 4 

n               n              ti                 It      It      n  3^^^ g 

•             »             n                nut*  ^^^^ ^ 

"     "     "      "  higher  degrees   1 

"     "     "      "  Normal  diplomas 59 

Total      60 

Of  the  119  on  the  faculty  19  have  an  A.B.  degree  or 
its  equivalent,  2  have  higher  degrees,  while  the  greatest  num- 
ber are  Normal  graduates.  Here  again  the  reports  were  not  com- 
plete; also  a  number  of  principals  reported  that  there  were 
teachers  on  their  staffs  who  had  had  one,  two,  and  three  years 
in  college  but  who  had  not  completed  the  work  for  their  degrees, 
and  in  addition  certain  teachers  had  special  certificates  in 
e<MBBerclal  subjects,  in  domestic  science,  and  Bible,  so  the 
figures  do  not  give  an  accurate  report  of  the  actual  conditions. 

Question  6.   Further  Training  of  Faculty  While  in     v 
S«»rvice.    Of  the  seven  schools  which  replied  b   make  no  require- 
ment in  this  respect,  one  requires  attendance  at  summer  chyrch 
institutes  where  courses  in  missions,  methods  and  Bible  are 
ta\ight.   One  other  encourages  attendance  at  summer  sessions  of 


■^^T- 


oa  ■  r^    . 

i>'-f:-!Ax'    'ai^tif.-t     ?»ff^'     .  rt.wff     »  «rfc'-.     h«,^    fiiiff    r.r' 


-74- 


eolleges  and  normals  ''when  possible"  which  means  when  workers 
are  at  home   on  leave,  or  retiirn  to  the  United  States  for 
their  vacations* 

Question  7.   Length  of  School  Session. 

The  replies  showed  a  range  of  from  165  days  to  210 
days,  no  two  schools  having  the  same  length  of  session.   A 
partial  explanation  of  this  is  to  be  foimd  in  the  fact  that 
3  states  of  Mexico  are  represented  and  the  state  of  Texas. 
The  state  and  national  holidays  consequently  vary  for  the 
different  schools  and  the  sessions  begin  and  close  at  differ- 
ent times.  This  does  not,  however,  account  for  the  fact  that 
the  three  schools  in  Texas  have  sessions  varying  from  165  days 
in  length  to  one  of  180  days* 

Question  8»   Systems  of  Marking. 

of  DU 

The  replies  for  7  schools  showed  that  5  employ  dis- 
tinct systems  of  numerals  and  the  2  remaining  schools  use  letters 
A,  B»  C,  etc* 

Question  9.   Extra  Curricular  Activities* 

Number  of  schools  which  have:- 
Orchestras  2  Temperance  Societies  ...  1 

•  3  Literary  Societies  .  •  •  •  5 
.  8  Recreational  Club  .  .  *  •  1 
.  2  Y.M.C*A*  Tri  C 1 

•  2  Y.M.C.A*Pour  Square  Club  •  1 


Debating  Societies 
Student  Volunteers 
Boys'  Olee  Clubs  . 
Camp  Pire  Circles 


^^T- 


8*1 

V 

....-  J.  ..  -, .-   1       ■■ 

CIS  o^  st«li  ddl  ®ott  "lo  ©gfiBi  fi  hwmodB  •eiiqst  ©rfT 

■ff  ;?Xc  o\v$  on   ,STaft 

"■'    si    oi  ../    j.c  Taxa  ^^q 

T  ICO  0   B8^«^9    C 

■?.!^:^    TO*^    T^'-'  '"IXOr*'  rr,^     DCfSoF     Srf^ 

*r  .  ton  t  .  d0{ai 

tl  sfrlriBV   Bnolf  r^l    ^ loo  ^^:t  r'^ 

'to  am 


f  rt  fir  f 


1  . 


■■.v{ 


-75- 


y*M.  C*A*  Hi  Y 1       Kntertaintnents 

Christmas    ). 

Dramatics   1         Thanksgiving) 

Patriotic    ) 
Commencoinent  )•••••   9 

There  is  a  range  of  16  different  types  of  activities 
reported.  The  activities  which  sire  not  included  in  the  school 
program  of  any  of  the  schools  are  Boy  Scouts,  Girls'  Glee  Clubs 
and  Girl  Scouts,   The  most  widely  organized  activity  is  that 
of  the  Student  Volunteers  for  missionary  life  service.   Eight 
schools  are  stimulating  this  movement.   The  reason  for  this  is 
readily  understood,  for  the  schools  are  distinctly  religious  or- 
ganizations.  In  addition,  the  Woman^s  Missionary  Council  has 
a  field  secretary  who  visits  the  schools  and  directs  the  work 
of  the  Volunteers.   The  Literary  Societies  are  the  next  in  point 
of  nuirber  of  organizations,  there  being  5  schools  which  promote 
this  feature.   Debating  is  fostered  by  3  schools.  Boys'  Glee 
Clubs  by  2,  Camp  Pire  Circles  by  2,  while  dramatics,  a  temperance 
society,  a  recreational  club  and  three  clubs  of  the  Y*  M*  G«  k^ 
are  each  included  in  the  programs  of  but  1  school.   One  feature 
which  is  a  part  of  the  extra  curricular  activities  of  all  the 
schools  is  the  school  entertainment.   Christmas,  Thanksgiving, 
patriotic  holidays  of  both  Mexico  and  the  United  States,  and  the 
Coinmencement  season  are  observed  with  appropriate  festivals  and 
programs.   The  range  of  activities  vary  within  the  individual 
schools  from  a  school  which  has  six  activities,  including  a 


mmf-ft' 


.OQilOi 


'c   a©<yr:f*   titBtsYtif 


11:1X0  ©dIO    *  Bill©   ,  e  toa  dli 


rtRrf:*    a 


•jH    *S<5^  f:;Tn-::,^c    rlrsfciiw   :* 


erict 


O    fflA' 


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^tOv? 


id^©*to 


YOH   ^«£ootl9«   €  vcf  lie  n  ^ 


t©  ^if 


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XiT 


«  snlhyj 


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» V    r  r  i  «/ 


r)  E»  tK.it>       "f  r»  <%• 


-76- 


Caxnp  Piro,  Literary  Society,  Orchestra,  Debating  Society, 
Student  Vol  vintner  Band  and  Temperance  Society,  to  a  school 
which  reports  the  work  of  tha  Stxident  Volunteers  as  Its  only 
organized  extra  currlcular  activity. 

Question  1Q>   Physical  Examination. 

Of  the  7  replies  6  were  negative  and  1  affirmative, 
showing  that  but  1  school  Is  In  the  position  to  adequately 
guide  the  physical  development  of  its  students* 

Question  11 «   School  Nurse. 

The  replies  indicate  that  only  1  school  out  of  the 
7  have  s   nurse  who  is  a  member  of  the  staff. 

Question  12.   Athletics. 

5  schools  have  baseball  teams,  6  schools  have  basket- 
ball teams,  4  schools  have  tennis  teams,  3  schools  have  handball 
teams  and  1  school  has  a  track  team. 

The  replies  Indicate  that  all  of  the  schools  but  one 
have  athletic  teams,  and  nearly  all  have  teams  in  three  sports. 
The  school  at  Burango  has  the  greatest  number  of  different  teams 
which  is  to  be  expected  since  one  of  the  best  playgrounds  in 
!Sexico  is  a  part  of  the  school  campus. 

Question  15.   Alumni  Associations. 

But  1  school  out  of  the  7  reported  an  alumni  asso- 
ciation.  The  lack  of  this  organization  in  Mexico  may  be  attri- 
buted to  the  late  poll*-ical  disturbances  and  to  the  fact  that 

many  former  students  have  come  to  the  United  States.   This  does 
not  however  explain  the  case  of  the  schools  in  the  United  States 


9d^  1o 


ijbnaii  loodD?; 


-ff  IX 


>OSf 


ilnO  Qtii;*  r  ^on 


-77- 


The  questionnaire  brings  to  light  three  outstanding 
needs  of  the  schools.  The  first  of  these  Is  standardization  of 
iidmini  strati  on.  This  is  made  evident  by  the  varying  require- 
ments  on  the  qualification  of  teachers,  and  the  lack  of  stim- 
ulus of  their  further  training  while  In  service.  The  need  is 
further  made  apparent  by  the  different  systems  ofmarklng  and 
the  varying  length  of  school  sessions.  The  seocnd  need  shown 
by  the  questionnaire  is  that  of  health  education.  It  is 

deplorable  that  only  one  school  gives  all  pupils  a  physical 

s 
examination  and  still  only  one  other  has  a  school  nurse  as  a 

member  of  its  staff.   To  adequately  develop  the  pupils  physic- 
ally, their  abilities  and  disabilities  must  be  known.   In  add- 
ition,  the  correlation  between  success  or  fid  lure  in  school 
work  and  the  health  of  the  pupil  is  becoming  more  and  more  widely 
realized,  and  the  school  must  take  the  health  of  the  pupil  into 
account,  stimulating  and  supervising  correction  of  physical  dis- 
ability whenever  possible.   The  third  need  revealed  through  the 
questionnaire  is  an  adequate  system  of  following  up  of  the 
alumni.   Only  one  school  out  of  the  seven  had  an  Alumni  Assoc- 
iation. Much  of  mutual  benefit  in  being  lost  because  of  the 
fallute  of  the  schools  to  link  those  who  go  out  from  them  to 
their  program  and  activities.   To  do  this  would  inspire  a 
deeper  loyalty  to  the  school  and  assure  greater  service  to 'the 
community. 


'■~B*b:^ 


anjtr^ 


^bBM    9iX    82 

iasee    Iconos   'io   /fish 


ao0Dv- 


■A    89V  1>5 


B   SB   ©Sinn   loor'- 


ijBOJalii 


?rfv?    nc    a 


■  1  ba»  B'-iom  ^Imooip 
3inl  Hqmo  ailjii   .tajjm   Xoorfo 


r»^iiv«v<^  »^ 


«id4  dil4 


-'  'SOW 


^4  ii 


oi  jfisilJ  moil  ^iso  c 


3i-f  ?    r-'  r  ,i/^« 


1€>    iSe^ 


^0XJt«l 


fT!'  SS  »^'  •« 'i  *^  •  ■.'  A  JV 


■•>oi¥'s;t*-i5  *ie^#t$ 


Otf 


-78- 


Thoiigh  the  needs  mentioned  above  were  brought  out 
through  the  questionnaire,  it  is  not  to  be  concluded  that 
the  schools  are  made  up  of  needs  alone*   The  extra-curricular 
activities  reported  show  that  the  schools  are  trying  to  enrich 
the  experience  of  their  pupils  and  are  providing  means  of 
greater  development  that  Just  the  purely  scholastic.   Some  of 
the  individual  schools  might  well  extend  the  range  of   the 
activities  provided,  but  the  fact  that  extra-curricular  activi- 
ties have  been  introduced  into  Mexican  student  life  is  note- 
worthy* for  they  are  an  innovation  as  far  as  Mexican  students 
are  concerned.  The  fact  that  athletics  are  inc lulled  in  the 
work  of  the  schools  also  indicates  a  progressive  attitude* 
Mexico  has  never  had  a  great  national  game  and  the  Mexican 
youth  have  consequently  missed  much  which  would  develop  fair- 
play,  the  team  spirit,  and  good  sportmanship*  The  further 
extension  of  this  type  of  activity  will  mean  much  for  Mexico* 
Other  phases  of  the  work  of  the  schools  were  given  through  cat- 
alogues, announcement  and  courses  of  study  which  were  requested 
in  the  letter  accompanying  the  questionnaire,  and  are  treated 
in  the  next  chapter* 


a law  evoda   feacc  T 

■.n      Bl      S.f      .^-  •■:-'     f^I    , 

line   oJ  snlt-xl    grxis  sloodo              4Bii4  i:  aalilvl^Oft 

lJ?/j                          -    itxB  SadS  iosl  9fi*  .  b&blvoTc    a  si: 

■i'lOW 

-  ■  ^                           •  Z 
n^djtsj'l  exit     ♦qiiiitxtisftfi'i 


-79- 


CHAPTER  II 
The  Curricula. 


The  catalogues  and  announcements  of  the  school 
show  a  general  uniformity  in  the  work  offered.   All  of  the 
schools  in  Mexico  offer  two  complete  courses.  One  is  an 
English  course  liiich  comprises  work  from  the  kindergarten 
through  high-school,  and  is  identical  in  scope  with  the  work 
offered  in  the  corresponding  grade  in  the  public  schools  of 
Texas.  The  second  course  is  identical  with  those  offered  in 
the  Mexican  public  schools,  and  is  organized  on  the  same  plan. 
The  elementary  grades  are  divided.   The  first,  second,  third 
and  foirth  grades  comprise  the  Primary  work;   the  fifth  and 
sixth  grades  make  up  the  Superior  or  higher  school.   The  Pre- 
paratory school  consists  of  five  grades  and  is  correlated  with 
the  Mexican  professional  schools.  In  addition  to  these  two 
types  of  work,  special  commercial  courses  including  stenography, 
book-keeping,  commercial  law  and  commercial  arithmetic  are 
offered  by  aH  of  the  schools  in  Mexico  and  three  of  those  on 
the  border.   Normal  training,  which  includes  wuch  subjects  as 
Psychology,  Education,  Methods,  Practice  Teaching,  Spanish, 
English,  and  the  review  of  grammar  school  subjects,  forms  part 


k  S>      f-v  f       r>  r  i 


■lOOa   0l    I*- 


Imia 


i^troi/iJ 


liJx?' 


i'l. 


IbsL-.f  •jrri:    e^Btwoo'  X'^l 


**ift*  tmM  oc 


-80- 


of  the  work  of  Holding  Institute «  Roberts  College  and  Laurens 
Institute.   In  addition  several  of  Uie  schools  are  rendering 
great  service  through  night  commercial  and  English  courses  as 
well  as  courses  for  adult  Illiterates.  The  work  offered  by 
the  Southern  Methodist  schools  along  the  border  Is  Identical 

with  that  done  fron  the  first  grade  through. the  high- school 

< 
in  the  public  schools  of  Texes  •  In  addition  most  of  the 

schools  requre  Spanish  grammar  and  composition,  and  Mexican 

History  from  above  the  third  grade.   Special  courses  in  Bible, 

Christian  Ethics,  church  history  and  theology  are  offered  in 

certain  of  the  schools. 

Since  all  of  the  schools  give  courses  Identical  with 

those  offered  by  the  public  schools  of  Texas,  the  subjects 

taught  and  the  grade  in  which  they  are  taught  ar :  shown  by 

Chart  A  as  given  in  the  public  schools  of  £1  Paso. 


tsrt 


sss'suoo  ?^1^  eXoodDS  lln  f^viv. 


VC 


-81- 
CliART  A 
Course  of  Study  for  the  Elementary  Grades  of  Texas  Public  Schools 


Subjects 


Grades 


1 1 

•1st      » 
t              1 

2nd         • 

3rd        * 

4th      • 

5th      * 
1 

r- 

6th      • 
t 

7th 

ArlthraetlA 

X      « 

X        « 

X        « 

X         ' 

X         * 

X 

X 

Clvies        •              ' 

X 

Drawtnc       * 

1 
X      ' 

X         « 

X        ' 

X         ' 

X       • 

X         I 

X 

OftOcraDhv'              ' 

X         ' 

X         ' 

X         ' 

X     ! 

1  X 

Hi  storv       *              ' 

X         ' 

X     ! 

X 

X       < 

X         ' 

f             X         ' 

'        X         ' 

X         ^ 

X        1 

X 

iiianual       '           ' 

Arts         • 

X       1 

'           X 

I     ^ 

&:u8ic         ' 

X 

'           X 

'             X 

'        X         ' 

'          X 

I           X 

1        X 

Physical    * 
educ .       * 

X 

»          X         ' 

'            X 

'        X         ' 

X 

I          X 

I        X 

Phonics       • 

1 

X 

Phvsioloffy 

!     ^ 

X 

•          X 

»             X 

'        X 

'          X 

I          X 

I        X 

Spelling    * 

»            X 

'        X 

'           X 

'          X 

I        X 

Writing      * 

X 

»          X 

»            X 

'       X 

I       ^ 

I          X 

1 

I      x: 

1 

Arithmetic  is  given  from  the  First  grade  through 
the  Seventh.   The  First  grade  work  consists  of  numbers  -  counting 
to  100  by  iOs  and  5s,  learning  Roman  notati en  to  XII,  addition 


!•  Handbook  for  Teachers.  El  Paso  Public  Schools.  1921. 


A     'I 


cc 


f^r  1   ^tfiryft  fi 


1%  III  I —1—1—— I— ■■ 


■*>'W  fimia  'Hfitm- 


^.JiMimMi 


■" r- 


43^ 


^£i. 


■•^M«<w«aa*it«liHr|k><aiMMiM4kMM[ 


Is       «    ' 


Li.  J. 


-82- 


and  subtraction  facts  through  7,  telling  time,  measurements 
by  feet  and  inckes,  liquid  measurement.   The  succeeding  work 
increases  in  difficulty  though  always  based  on  the  child's 
experience.  Addition,  subtraction,  multiplication,  division, 
fracticns,  decimals,  square-root,  percentage,  all  receive 
attention, and  acquisition  of  skill  In  the  use  of  these  funda- 
mental  processes  is  the  objeotive* 

Drawing  is  also  taught  in  every  grade  with  the 
objective  of  helping  the  child  to  appreciate  and  observe 
beautiful  things  arovnd  him,  and  to  cultivate  the  artistic 
sense  by  studying  good  design  and  good  color  conblnations. 

Language  is  a  third  subject  which  is  required 
In  all  grades.   In  the  lower  grades  language  lends  itself  to 
laying  the  foundations  for  later  urork  In  history,  civics,  good 
manners  ,  physiology,  hygiene,  nature  study  and  geography.  This 
is  done  through  Informal  talks,  stories,  poems  and  language 
games.   In  the  upper  grades  more  stress  la  placed  on  grammar 
and  composition  and  drill  In  written  expression  by  the  pupils. 

Physical  Education  is  the  fourth  subject  which 
is  given  in  all  grades  In  the  Texas  public  schools.   It  is 
given  by  all  of  the  mission  schools  under  consideratl en  but 
one.  It  consists  of  organized  games,  corrective  exercises,  etc. 

Reading.   The  work  of  the  first  two  grades  in 
reading  consists  of  imparting  knowledge  of  the  mechanics  of 


DfOjrl    ©• 

^viB&iiQ  baa  eJ|iis>o'!qu]S  oJ    blldD  mn. 


b-' 


h' 


.;v   T 


-83' 


reading;  from  the  third  grade  and  above  the  objective  is  to 
teach  thought  comprehenaion  and  appreciati  qa.  The  methods 
involve  both  oral  and  silent  reading*  Basal  texts  supplemented 
by  juvenile  stories  are  used,  together  with  memorizing  of 
standard  poems* 

Music.   The  aim  in  teaching  music  which  is  alao 
a  required  subject  from  the  First  grade  through  the  Seventh 
grade,  is  to  give  appreciati en  and  a  fair  rendition  of  good 
music  through  individual  effort  in  singing ,  sight  reading, 
and  listening  lessons*  OoQd breathing  habits,  sense  of  rhythm, 
clear  enunciation,  strong  feeling  for  tonality,  concj9Atrat4.pQ 
of  thought  and  discrimination  in  expression,  are  all  goals  in 
this  subject*  ^^ 

Writing*  The  Palmer  Method  of  writing  is  that 
required  throughout  the  grades.  The  object  is  to  give  skill 
in  muscular  movement  penmanship  until  the  provess  becomes  a 
fixed  habit  and  becomes  automatic* 

Spelling.   The  informal  teaching  of  spelling 
begins  in  the  Low  First  Grade  when  the  pupils  ar  taught  their 
phonetic  work*  But  the  formal  teaching  of  spelling  begins  in 
Che  Third  and  continues  throughout  the  elementary  grades.  The 
real  test  of  good  spelling,  however,  is  in  other  written  work 
and  is  to  be  merely  supplemenj^.  ^y  ^^  ^^  ^^  ^   speller  and 
practice  upon  lists  of  words. 


isnbrf^  riOBsi 


to  3fllxlfo«am  itfla   fsxlilsap;^    ^i)0« 


5co 


;oi^ 


ameoa   b-rubas^a 


,  3i!>B*I!3 


■'-,^.t-.i'>  ♦■, 


ll>     link 


^ifoetO  #»*! 


ddT 


Jo   nit    8 


-84- 


Qeography>  The  object  of  teaching  geography 
18  to  gi-TB  the  child  knowledge  of  the  %itrtlPi^  tto  Homr  of 
man/  The  study  begins  with  a  consideration  of  the  child's   b 
surroundings,  school,  city,  etc.,  progressing  from  local  to 
state,  then  to  natiooal,  then  to  world  %bl33itiGn8  under  which 
men  and  nations  live  •  The  chief  groups  of  knowledge  which  the 
child  should  get  are:  (1)  knowledge  of  location,  distance, 
direction;   (2)  climate  itlid  seasons;   (S)  natta*al  resonrces; 
(4)  industries;   (5)  sources  of  food,  clothing  and  shelter; 
(6)  travel  and  trans por tat i en;   (7)  people  and  places* 

History«is  begun  in  the  Fifth  grade  and  con- 
tinues through  the  Sixth  and  Seventh  grades  •  As  given  in  the 
Texas  schools,  the  work  in  the  Fifth  grade  has  to  do  with  the 
colonizing  of  America;   the  Sixth  grade  work  is  devoted  to 
Texas  history;   while  the  Seventh  grade  takes  up  the  study  of 
United  States  history  since  the  Revolution.  The  aim  of  this 
woxk  Is  to  give  enough  facts  of  history  as  to  serve  for  a 
foundation  for  later  work,  to  give  intelligence  in  reading 
current  books,  magazines,  etc.,  to  develop  an  appreciation  of 
those  who  have  made  present  civil! satloh  possible,  aiid  to  in- 
spire intelligent  patriotism* 

Civics.  The  study  of  Civics  is  given  in  the 
Seventh  grade.   The  object  is  to  give  the  pupil  an  insight 
into  what  the  government  does  for  the  people  such  as  protecting 


.'iiJ     as    1.  JIIJ    SVJL3    OJ    ai 

«^i  xlolxlw  93£»8i  g  lai  ioi^^sfl  bas  asm 


liff^  qw  sa>i 


^«   f  •X' 


iii   o4  ,@Xcfxs»< 


l9#iofEq   fiJi  ^s^m  »X«[#tq 


l^«f>fff.«0' 


-86- 


life  and  property,  providing  for  educatloa,  saf e-guard Ing  health, 
guaranteeing  liberty  and  equality  of  opportunity,  constructing 
roads  and  streets, and  providing  a  mail  and  money  system.   The 
school  and  city  furnish  the  closest  units  and  are  studied 
first;   later  attention  is  directed  to  state  and  nati  cnal 
systems. 

Physiology.   Hygiene,  raUisr  than  physiology  and 
anatomy,  is  the  central  theme  of  this  course  which  is  offered 
in  the  High  Fifth  only.  The  chief  object  of  the  course  is  to 
get  the  child  to  incorporate  good  health  habits  into  his  life. 

Mama  1  Arts.  For  the  boys  this  wcrk  consists 
entirely  of  wood-work  and  is  given  in t the  three  upper  grades. 
For  the  girls  it  consists  of  sewing  in  the  Fifth  and  Sixth 
grades  and  cooking  in  the  Seventh  grade. 

This  description  of  courses  gives  a  general  idea  of 
the  £>nglish  curriculum  of  the  Mexican  schools  of  the  Methodist 
Episcopal  Church,  South.   There  are  doubtless  many  adaptations 
necessary,  because  of  the  problems  peculiar  to  the  individual 
scnools,  but  this  in  general  is  the  scope  of  the  work*  RozM 
of  the  catalogues  mention  manual  training  for  boys  and  only 
two  provide  domestic  soience  instruction. 

Efforts  were  made  to  get  copies  of  the  courses  of 
study  of  the  Mexican  public  scaools,  both  of  the  Federal  Dis- 
trict end  Chihuahua,  but  they  were  not  obtainable.  A  copy  of 


Mmmi  g::  lLm».,tmi^»mMt>^.  lol   u.  .   .^laQo'tq   tmm  Bill 

5el&ir^,8  0"I.JB  l>fifi'  rndXtm  4b-&boIo  mis  li-  "   l^lo  bn©,  Xooxioa 


•i   ^     .         i 


/^  --tlflB    ^®'  "^^   fPS  1441 1*3'  .iiilf 


-86- 


tha  course  of  study  of  the  State  of  Souora  *'   was  seeured  and 
though  it  Is  not  to  be  coisldered  as  accurately  describing 
the  work  as  offered  in  other  states  in  !«exicoy  it  is  of  interest 
for  the  purpose  of  comparison*  The  following  chart  gives  the 
subjects  by  grades  for  both  the  Primary  and  Higher  school: 

CKAFtT  B 


Course  of  Study  of  the  Elementary  Grades   of  the  State  of  Sonora 

Subject         •                  Primary  Grades                    '     Higher  School 

•   First   'Second    '   third    'Fourth   '   Piftb      '      Slxih 

I                          ■                           1                           1                           r                              f               ' 

Arithmetic        J^         |x         jxjx'x         '          X 

Drawing              Jx          \      X         jxJx'.X           •         X 

Civics                 1                 1      X          1        X       1        X       1        X           •         X 

Geography          J                 |      X         I        X       |        X       I        X           • 

Geometry            |      X         j      X         J        X       j        X       |        X          •         X 

ristory              J                 I      X         1        X       I        X       1        X          •         X 

Language            Jx          |xlx|x|x           •         X 

>««»ic                1     X        1     X        I       X      1       X'   t       X         •        X 

Morals   and        1      X          !      X          !        X       !         X       !         X           »          X 
manners                           '                 '                 '                 •                    i 

Nature  Study    *      x          *      X          *        X       '        X       *                     ' 

Physical             '                 *      ^         ;x!x|x          •          X 
education                       '                 '                 '                 '                    i 

Physiology        *                 •                 •                 '                 *        X          •          X 

Science(gen«) •                 •                 '                 •                 '         X          *          X 

Writing             J     X        \     A        \       X      J       X      |       ::         •         X 

L.    Programa  Detallados  de.Educacion  Elemental  del   Estados  de 
Sonora.    '*;exico  1920.* 


l>*>e  -  8«W 


LG-  «4---ill  .^Q^-J^:. 


■..IJ 


f 


'y-  UL^ 


oX^sm 


^iiiwiifa 


r 

1 

» 

T 

t 

■'sT 

X. 

_i_ 

f 

...    J 

8i>lviO 

' 

t 

"  '""'f 

t 

l^-^,  ...»■.,. — «^. 

! 


M—— Mtfwp  I  iii^wawii  I 


HH>« »iAni 


■^^ 


■■■■■■n**! 


t 


1 


4j£t»li; 


ooi: 


4j^oi.Qirfifi 


-87- 


The  description  of  the  courses  given  In  Chart  B 
are  practically  identical  In  method  and  approval  as  those  of 
Chart  A*   It  Is  to  be  noted »  however,  that  the  Mexican  course 
includes  other  subjects  than  those  given  in  the  course  of  study 
of  Texas.  The  inclusion  of  Oe  one try  is  startling  and  Is  to  be 
explained  on  the  grounds  that  '*formal  discipline  In  its  full 
meaning  never  had  a  better  home"  ^  than  in  the  Mexican  education 
of  the  past,  and  though  the  rest  of  the  courses  indicate  progress- 
ive educational  thought,  the  study  of  geometry  has  been  retained. 
The  Qeneral  Science  course  as  described  corresponds  with  the 
exploratory  courses  in  the  Junior  High  Schools  in  the  United 
Statea  and  includes:   physics,  chemistry,  botar.y,  zoology  and 
agriculture.   Two  years  are  devoted  to  physiology  and  higiene. 
In  addition  the  girls  are  given  a  special  course  in  the  relation 
of  the  home  to  society  as  a  part  of  their  work  in  civics. 

The  course  i:;  Spanish  if  property  given  offers  equal 
advantages  in  developing  the  pupil  as  the  course  in  English 
under  the  same  conditions.   The  spirit  throughout  both  seems  to 
be  that  the  subjects  were  made  for  the  child,  not  the  child  for 
the  subjects. 


1.  Barranco.  iiexlco — It's  Kducational  Pr'obleins  ana   their 
Solution.   Page  65. 


«^     'S*TBli' 


d&  4mMi 


A  inz^dl 


l>@4  JUitJ 


?^nc.'3p-ft^Trc"0    foSCf '■'ID 8Sb 


il^G"Xg    €lti-  ^ifta-JfJI 


u  8-^s'uuoo  ^<*xo^a*tc 


tc!J 


OiT 


.^O*^    ^riOd 


;vbs 


The  following  Chart  gives  a  typical  High  School 
Course  of  Study  In  the  English  department: 

CHART  C 


High  Scnool  Course 


1 

Third  Year   , Fourth  Year 


First  Year 


Second  Year 


(Prajnmar 
Eng. /Comp. 

|Llt. 

Ancient  Hist 

Algebra 

Spanish 

Bible 

Music 

Phys.  Educ. 

Physiology 


p„^  (Comp.  & 
^"^^  (Rhetoric 


Med.  &  Mod.  Hist 

Plane  Geometry 

Latin  or  French 

Physics 

Spi  nlsh 

Bible 

Music 

Physical  Ed  . 


£    (  Comp.  &  ,p__  (Hist,  of  Eng. 
"''^•(  study  of  ,^^-(  Lit. 
(  current  , 
Period.  , 
I  Short  story  ,drf  ma  Sparflsh'^^*"* 

^     Spain  &  Amer. 
I  Spanish       y^'S.  History 

*ni8t.  of  English  Advanced  Alg.fc 

&  Trig 


Solid  Oeora.  , 
Review  of  Alg| 
Latin  or  Fr 

Geology  and 

Winer o logy 

Bible 

Music 


Trigonometry 
Latin  or  French 
Geology  and  Mln. 
Bible 
Music 
Physical  Educ. 


Physical  Ed*  ,- 


The   program  a  bove  is   composed   of  required  and  elective 
subjects.      Eighteen  units   are  required  for  graduation  and  must 
include: 

4  units  ^  of  English  li  unite  of  Geometry 

2        ■      ^      "     History  2  •        ■     Modern  language 

2       •  "     Algebra  gup     science 


1.   High  School  Course  as  given  by  Prospectus   of  Lydla   Patterson 


Institute,   El   Paso,   Texas.  ^ 
2.    A  uuit  ?.s,reckonea   as^a  subject  which 


h  has   a  45  mln.   recitati  en 


dxfT 


I 


-,  y  VI  \ 


«  •  <>*^'^ 


S^.nt% 


01  i^;. 


iD^Xe   fe* 


-iUi.%J  IsJi,- l>.£f-,l, 


^  1-    :3flt::/  ^X 


lo 


S 


ioai 


-US- 


It  seems  that  a  course  of  this  type  for  Mexican 
students  over  emphasizes  English*  It  is  to  be  noted  that 
these  courses  do  not  provice  for  the  teaching  of  civics  unless 
it  be  included  in  the  History  of  the  United  States.  Also 
vocational  aork  is  lacking*  It  se#BS  largely  academic  in 
purpose  and  soopt* 

CHART  D 


Myogram  of  Studies  of  the  Preparatory  Department 
of  Official  Schools  of  State  of  Nuevo  Leon,^ 


First  Yeari 

1           1 
r  Second  Year] 

, , 

1   Third  Year  i 

r ■   -| '■■--_ 

iFourth  Year  , Fifth  Year 

Drawing   ' 
Spanish   " 

'  Drawing    ' 
Spsaiish 

1           1 
'  Drawing    ' 

'  Spanish    < 

r             • 

'  Analytical  'Calculus 

1   Qeom.    • 

'  I'ublic  Sp.  'Ocneral  Hist. 

French    ' 

'  French     ' 

'  Physics 

'  Viexican  Hist  Natural  Hist. 

ArithTietic" 

'  English    ^ 

'  Geography  ' 

'  Lit,(Span.)« 

Latin     • 

'  Algebra    ' 

'  English    ' 

'  Minerology  *  Logic 

'  Oreek 

'  Oeoinetry   ' 

'  Chemistry  *  Ethics 

'  Trigonometr: 

r           •  Psychology 

Physical   ' 
Ed*.    ' 

Physical    * 
£4* 

'  Physical  Ed, 

.  Physical  Ed.  Physical  Ed. 

1.  Iri-usi^ted  1-ran  "B«3«s  oreanlcas" ,  "Inetlt.uto  Lauren.  . 
;  on terrey  $   •  »exl c o .  1922  . 


:^i»m|:    80 


■Q   a^^- 


^  i^m 


jtm^bM 


lo   aaibii^a  li 


^   aXoc 


aii 


.t 


■|1B<|'8     '  iia 


'iJ4?;:iy-»?f 


0:iiiE. 


^l.    ,    .       J         *     J.    .  *•    l! 


-90- 


The  work  of  the  preparatory  school  Is  five  years 
in  length,  covering  the  work  of  the  High  school  and  beginning 
the  work  which  corresponds  to  that  given  by  the  Junior  College 
in  the  United  States,   The  Chart  given  above  indicates  the 
following  requirements: 

Drawing  3  yrs,       Latin  1  yr.     Science  3  yrs . 
Spanish  3  yrs  ^       Oreek  1  yr  •     Hi  story 
French  2  yrs.       English  2  yrs .   logic   1  yr, 
..lathematics  5^  yrs.   Geography  1  yr.  Ethics  1  yr. 

Psychology  1  yr. 

Because  methods  of  presentati  en  are  so  important 
in  teaching,  it  is  difficult  to  evaliiate  subjects  from  their 
description  as  given  by  armouncements  and  catalogues  .  The 
examination  of  the  subjects  which  are  being  taught  in  the 
scxiools  of  the  Methodist  Church,  South,  in  these  seven  centers 
of  Mexican  wcrk,  reveal  certain  general  tendencies  which  may 
easily  be  caiaidered.   The  elementary  work  both  in  English  and 
Spanish  wiUi  the  exception  of  the  Geometry  offered  in  the 
Spanish  course,  are  based  on  sound  educational  theory  beginning 
with  the  child's  experience  and  appealing  definitctly  to  his 
interests.   The  secondary  work  is  more  academic  in  nature  and 
seems  to  exist  more  for  the  sake  of  the  subject  than  for  the 
pupil.   Though  the  courses  have  been  expanded  to  include  a 


a  ii0V..  [^  o3 


t  ^ '  B 


M^^  nSofsltitss  m' 


STI 


."tnSrt^mQL^  art'        .  Kf  tIIsbs 

•r\  <■•  ■-?  T**''  ' '  '■■'-'■ 

04   6* 


-91- 


number  of  the  natiiral  sciences  they  arc  lacking  in  the 
social  sciences.   Other  needs  which  are  brought  to  light 
are  those  of  vocational,  and  health  education.  Also  if 
the  schools  are  to  function  more  adequately  in  the  up- 
building of  Mexico  nationally,  a  greater  stress  should  be 
placed  on  the  Spanish  course  of  study*   The  greatest  civic 
values  in  the  present  course  are  to  be  found  in  such  subjects 
as  history,  geography,  and  civics,  and  in  the  continuation  of 
teacher  training,  commercial  departments  and  preparation  of 
ministers  and  other  Christian  workers* 

Thus  the  schools  are  continuing  to  contribute  to 
the  advancement  of  Mexico  by  developing  students  who  are 
more  socially  intelligent  and  by  continuing  to  develop 
leaders.   The  present  condition  of  the  schools  is  further 
shown  by  the  subsequent  consideration  of  three  important 
factors  outside  of  the  schools  themselves. 


w  8 been 


8   8«a%lB   laiae^i 


"i^rfoo  0^   ^luFiL 


a3J 


-orfa 


» aevi^e- 


-92- 


CHAPTER  III 
Three  Movements  '.hich  Have  Affected  the 
i resent  Status  of  the  Schools. 

The  present  policies  and  conditions  of  the 
schools  under  discussion  are  being  affected  to  a  marked 
degree  by  three  great  moveiaents  outside  of  the  schools 
themselves.  The  first  of  these  is  the  post-war  conditions. 
The  political  disorders  forced  nearly  all  of  the  tictiools  to 
closeytxiough  heroic  efforts  were   made  by  many  of  the  native 
teachers  to  keep  at  least  the  day  schools  in  session*  Beside 
tuis  interruption  of  scnool  activities ,  loss  of  property  was 
incurred  which  necessitated  the  repair  and  refurnishing  of 
practically  all  of  the  buildings.   Though  those  circumstances 
greatly  iitipeded  the  progress  of  the  schools,  the  promulgation 
of  the  Mexican  Constitution  of  1917  at  Queretero  nad  an  even 
greater  effect.   This  Constitution  was  drafted  and  superim- 
posed upon  Mexico  by  the  "Carranzistas"  and  was  ''radically 
anti-clericalf  anti-foreign,  anti-.T.onopolistio  and  pro-labor 
in  spirit. **    So  drastic  were  some  of  the  measures  that  it 
was  feared  the  schools  would  be  compelled  to  discoiitinue. 


1.  The  Mexican  Constitution.  R.O.C Island.  Mexican  Yearbook, 
1920-21,  page  74. 


-SQ~ 


Ulhm  ■■  eeioll: 


ti     ^r. 


5*\ 


to  X 


-  ■  -tl'll'v-'V  A.  ;i 


h-^^1 


>  fi«p 


iO 


#1  SBd^   ev 


•  v#-|ji5-' 


hi  A 


iJ»-:?  -I 


-95- 


Article  3   prohibits  the  establishing  or  lilrecting  of 
primary  schodLs  by  a  religious  corporation,  and  als  o  pro- 
vides that  no  religious  instruction  shall  be  given  in  the 
primary  grades •  Fortunately  the  subsequent  changes  In  ad- 
ministration prevented  the  execution  of  these  laws^  for  the 
validity  of  the  constitution  has  been  in  question  for  several 
reasons.  Its  caption  announces  it  to  be  an  amendment  of 
1857,  but  that  document  states  explicitly  that  no  revolution 
shall  make  it  void  and  that  it  c»n  only  be  amended  by  action 
of  Congress  and  ratified  by  a  majority  of  the  State  Legis- 
latures. This  procedure  rras  ignored  by  the  Constitutionalists 
who  Instead  summoned  a  Constitutional  Convention  to  which  only 
those  who  had  supported  the  Constitutionalist  Revolution  were 
admitted.   The  present  administration  has  proceeded  upon  the 
assumption  that  these  laws  are  harmful  to  Mexico's  development 
and  do  not  represent  the  will  of  the  people.   The  officials 
therefore  are  fostering  the  educational  work.  In  certain  local 
communities,  however,  the  policies  of  the  schools  have  been 
modified.  In  some  cases  religious  instruction  has  been  restric* 
ed  entirely  to  the  Secondary  grades  and  i^ible  study  has  become 
elective  rather  than  required.   .Since  a  semblance  of  law  and 


1.  Corstitucion  de  los  Estados  Unidos  de  l4exico.  1917. 

2.  Mexican  Constitution.  R.Q.Cleland.  Mexican  Yearbook 

1920-21.   Page  112. 


tsXft  bam 

.  •.•I3   #cf  ■  Tin. 


.t;^rj*tjfsri 


Of^iltlJ  m 


5i 


iir 


'.rt  f 


-94- 


order  has  been  restored  in  Mexico  there  is  «n  increased 

eagerness  for  educational  opportunities.   The  schools 

are  thus  furnished  with  an  unpreceridented  opportunity 

for  service   and  the  work  is  prospering  in  spite  of  the 
unfavorable  conditions  under  which  it  was  resumed.  Though 
it  seened  at  first  thet  the  post-war  effects  were  going 

to  prove  detrimental  to  the  work  of  the  Southern  Methodist 
schools  in  Mexico,  that  has  not  been  the  case,  far  the  new 

spirit  of  liberalism  and  the  eagerness  of  the  ?^^xlcan  people 
for  educational  opportunity  is  giving  the  schools  an  unpre- 
cendented  opportunity  to  contribute  to  the  up-building  of 

tha  nation. 

A  movement  which  prepared  the  way  for  the  schools  to 
discharge  this  greater  obligation  effectively  was  begun  while 

all  the  educational  activities  were  at  a  standstill  during  the 

disturbed  caiditlons  of  the  revolutionary  period.  Practically 
every  protestant  denomination  had  schools  and  religious  work 


1.  Report  of  Woman's  Missionary  Council  1922. 


sXoori' 


a^' 


^1.  jl^ll&t  bna  aloe 


J 


♦noJtJ'.JSii  «n.> 


-S    f  anotifiDi:??5'-^ 


-95- 


in  Mexico 9  and  though  the  most  cordial  relatl  ons  existed 
between  the  various  missionaries,  a  conviction  had  been 
growing  that  some  co-operative  action  in  dividing  the  ter- 
ritory should  be  taken  to  eliminate  over- lapping  and  thus 
make  possible  extension  of  the  work  to  unoccupied  territory. 
In  1914  at  Cincinnati  a  meeting  of  the  representatives  of  the 
Mission  Boards  of  the  various  denominatiorB  drew  up  what  was 
known  as  the  "Cincinnati  Plan"  for  the  distribution  of 
territory  for  ..exican  Missionary  activity.   Because  the  plan 
was  premature  and  was  destructive  rather  than  ccnstructive 
regarding  the  work  of  the  Methodist  Episcopal  Church,  bouth. 
It  met  with  a  stor,  of  protest  from  the  workers  in  the  field. 
Conventions  for  ^vorklng  out  plans  agreeable  and  mutually  bene- 
ficial to  all  denominations  were  held  in  Panama  In  1916  and 
In  the  City  of  Mexico  in  1918.   The  General  Conference  of  the 
Msthodist  Episcopal  Church «  South,  in  1918  approved  and  con- 
fina^d  the  final  plan  which  alloted  to  Southern  Methodism 
the  northern  states  of  Mexico,  comprising  Nuevo  Leon,  Coahuila 
Durango,  Chihuahua,  Northern  Sonora  and  Northern  Tamulipas, 
a  section  having  a  population  of  2, 225, OCX)  persons.  ^  By  1919 
all  the  workers  of  the  Methodist  Episcopal  Church,  South,  had 

been  withdrawn  from  the  territory  relinquished  to  other  de- 
nominations, exchange  of  properties  had  been  arranged  and 


1.  Leaflet,  "A  Protest  to  the  Mission  Board  of  the  Methodist 

Episcopal  Church,  South,"  -  1916  El  Paso,  Tex. 

2.  Quarterly  Bulletin  "Mexico"  -  April  1920.  The  Inter  Church 

llovj&ment  in  Mexico.  ^,        ^      ,      „     .     .'^^^ 


be^  ifT  iS»let  iBlbino  ^eom 


•  ^olx©"  n 


•xex  fi. 

-:ieai:V. 


1  tioJi*i*xeJ 


^•Ifi^S'I 


leliioO  tmn 


-!\fri^ni  -  R    f*r*?,r    /■' ' 


.ODixt^  an  0ri.: 


ff'^A, 


«X 


-96- 


coniplet©  reorganization  effected.   Bishop  Gannon  who  Is  in 
charge  of  the  Mexican  work  of  the  Southern  Methodlat  Church 
sums  up  the  beneficial  reaulta  of  the  new  arrangement  In 
the  following  way:  "A  compact,  contiguous,  but  limited  terri- 
tory permits  a  careful,  thorough  study  of  the  task  to  be 
accomplished,  frequent  conferences  among  the  workers  at  small 
cost  of  time  and  money,  the  concentration  of  men  and  money 
at  strategic  points  and  the  development  of  the  work  from  these 
natural  centers  into  all  the  surrounding  country. "•*"  The  ed- 
ucational work  was  affected  in  the  following  way:   Roberts 
College  at  Saltillo,  MacDonell  Institute  at  Durango,  and 
Laisrens  Institute  at  Blonterrey  remained  in  the  hands  of  the 
Methodist  Episcopal  Ch\a:»ch,  South.   At  Chihuahua  a  property 
belonging  to  the  Congregational iats  was  relinquished  by  them 
and  converted  into  a  dormitory  for  the  boys  of  Palmore  College. 
At  Monterrey  property  which  had  formerly  been  used  for  a  girls 

school  by  the  church  of  the  Diciples  was  relinquished  and  made 

o 

possible  the  establishment  of  Colegio  Ingles-Kspanol.    Thle 

zoning  of  territory  places  the  schools  along  the  border  In 
direct  connection  with  those  In  Mexico  and  consequently  tends 
to  make  the  work  ir!Ore  unified.  Dr.  E.  H.  Rawllngs,  a  Secretary 


1.  Bishop  James  Cannon  Jr.  Leaves  from  Ify  Notebook.  i 
Nashville  Christian  Advocate  February  24,  1922. 

2.  Report  of  Woman's  Missionary  Council  1922» 


Ill    sJ 


p.:f  tanptt 


B^lukll-  ^UiJ    ^&UC-- 


^.8w  ^almollol  t?ilJ 


{H*i»a  yto 


■^^■ 


C3' 


q   M  Jc- 


ot  b^zu  a^^Q  x^*^^^"^^^  ^^  ^^■ 


ml  •x9f>*xotf  ffii;r  jp 


e.^r?; 


X*5 


ti^; ;  .1 


-97- 


of  the  Board  of  Missions  of  the  Southern  Methodist  Church 
points  out  the  responsibility  thus  laid  upon  the  Southern 
Methodist  Churches  and  schools  in  the  following  v/ords:  "'^e 
have  not  only  bocome  responsible  for  the  evangelization  of  this 
territory  but  in  accepting  this  border  position  we  have  becoae 

the  guardians  of  the  moral  relations  existing  between  Mexico 

«1 
and  the  United  States."    The  division  of  territory  placed 

a  grave  responaibllity  upon  the  Methodist  Church,  South  for  it 
is  now  left  to  represent  Protestantism  in  Northern  Mexico.  The 
new  plan,  however,  by  eliminating  overlapping  and  facilitating 
administration  has  made  success  more  possible* 

The  same  General  Conference  which  approved  the  division 
of  territory  also  endorsed  a  third  movement  which  has  had  • 
mmrked  influence  on  the  execution  of  the  plans  for  the  conduct 
of  the  work.  This  movement  is  known  as  the  centenary  of  Amer- 
ican Methodist  Missions.   It  was  organised  to  commemorate  the 
completion  of  one  hundred  years  of  foreign  missions,  covering  the 
years  from  1819-1919.   The  celebration  has  been  world  wide  and 

has  included  all  branches  of  American  Methodisn.   Preliminary 

2 

steps  were  taken  In  1916   to  form  plans  for  this  movement  but 

the  final  arrangements  were  not  completed  until  1918  when  the 


1.  Pell  Adventures  in  Faith  in  Foreign  Lands,  Page  208. 

2.  1922  Yearbook.   Board  of  Missions  of  the  Methodist  Episcopal 
Church,  South,  Page  3. 


Iff.  t  bo d^d^.  rrtnd:^:  ^  o  3 


■^JLi 


8i-M 


«dS  nerfw  8XQi 


eI^   "^o    b'rnon    ar'l'  "^o 


T  :  .     ;  ^.  -+      '*  .-. 


,i\l 


'^  Id 


o  to  noi 


t^i/exHvi    *»^J- 


-98- 


Centenary  commission  composed  of  committees  from  both  the 
Methodist  Episcopal  Church,  South  and  the  Methodist  "Rpiscopal 
Church  outlined  the  procedure.   The  plan  as  carried  out  by 
the  Methodist  Kpiscopal  Church,  South  involved  (1)  cooperation 
in  a  survey  of  the  mission  fields  of  the  world,  (2)  the  placing 
of  greater  emphasis  upon  the  resources  of  the  church  throu^ 
the  promotion  of  the  recognition  and  practice  of  stewardship  In 
life  and  substance,  and  (3)  a  campaign  to  raise  .^.35, 000, 000 
during  the  five  year  period,  January  1919-1924.    Information 
from  the  survey  of  the  mission  fields  became  available  and  as 
the  facts  concerning  conditions  throughout  the  world  became  known 
Methodism  awoke  to  a  new  sense  of  world-responsibility.   Signif- 
icant of  this  fact  was  the  pledging  of  the  $35,000,000  in  a 
little  more  than  a  week.   Plans  were  made  for  the  building  of 
hospitals,  settlements,  churches  and  schools  in  every  field 
throughout  the  world.   In  addition  to  the  money  contributed  volun- 
teers for  life-service  were  increased  both  at  home  and  abroad. 
One  of  the  greatest  effects  of  the  Centenary  has  been  the  par- 
ticipation in  the  movement  by  the  various  churches  in  the  for- 
eign fields*   Mexico  has  had  her  share  in  the  great  undertaking. 
The  Mexican  people  of  the  Methodist  Church,  South  have  Increased 
their  giving  iibree-fold  and  173  have  volunteered  for  Christian 

1.   Leaflet  Centenary  of  American  Methodist  Missions. 


:^0'SB 


:o1;Jb' 


u;4^j- 


nj 


>*f  eif 


R    rrl 


-lin^ia 


Ijidll  ^*3tev0  fid   sXc 
i:«q  edit  n^ed  «3^ 


.^i;.'.  .- 


ff,0l;t«:tTffT>  '• 


:>€*    .12 


iwi^  la  thi 


-uttmmiimmimmmmtimtmmtm 


•  anoxi^axM   5"e 


Mo 


-99- 


service.   The  chvirchea  at  Saltlllo»  Monterrey,  Chihuahua,  Dur- 
ango,  Kl  Paso  and  San  Antonio  have  become  entirely  self- 
supDorting.  Bishop  Cannon  In  writing  of  the  importance  of  the 
Centenary  says:  "Of  covirse  we  could  have  reorganized  our  Mex- 
ican work  hut  it  would  have  taken  twenty  years  to  do  what  we 
will  do  in  four."    The  askings  from  the  Centenary  for  hospitals, 
for  social  settlements  for  church  buildings,  for  schools  and  work- 
ers for  Mexico  was  $1,000,000,  in  round  numbers,  $760,000  from 

the  churches  in  the  United  States  and  $225,000  from  the  Mexican 

2 
churches.    The  educational  institutions  have  received  enthu- 
siastic support  in  their  part  of  the  Centenary  drive,  and  their 
patrons  have  contributed  liberally.  The  schools  have  secxared 
better  equipment  and  are  in  a  position  to  meet  the  demands  of 
the  work  as  never  before.   The  following  summary  indicates  some 
of  the  benefits  which  the  schools  have  received  through  the 
Centenary.  i. 

1.  Holding  Institute,  Laredo  Texas  has  secured  a  new 
school  hospital  and  before  the  Centenary  movement 
is  concluded  will  have  additional  buildings. 

2.  Roberts  Co  lege,  Saltillo,  Mexico  —  a  new  site 

1.  Cannon  -  "Leaves  frca  My  Rctebcok."   Kaehville  Christian 

Advocate,  February  24,  1922. 

2.  Cannon,  "leaves  from  My  Notebook."  Nashville  Christian 

Advocate,  February  24,  1922. 


-ijcr  iamildO    ^x*' 

'tree 


^^*tl;o©e  sad       ^ 


ii I  \i\im  II 


ff;5±:fBltrfO  nIIl- 


-100- 


and  a  new  administration  building  valued  at 
$200,000.  ^ 

3.   Laurens  Institute,  Monterrey,  Mexico  --  a  new 

2 

dormitory  costing  Jj^30,000. 

4*   Palmore  College,  Chihuahua,  Mexico  —  new  build- 

2 
inga  at  the  old  site  $60,000. 

5.  UacDonell  Institute,  Durango,  Mexico  —  a  new 
school  plant   l|^50,000. 

6.  Effle  Edington,  El  Paso,  Texas  --a  new  school 
plant   $40,000.  ^ 

7.  Lydla  Patterson  Institute,  El  Paso, Texas  —  a 

4 
new  Industrial  annex^  i|^90,000. 

8.  Wealeyan  Institute,  San  Antonio,  Texas  —  new 
equlpirent,  ^55,000. 

Thus,  over  <ii>500»000  has  been  Invested  in  the  educa- 
tional work  alone  and  a  new  era  consequently  is  at  hand  for 
the  schools.   The  underlying  thought  in  the  Centenary  move- 
■ent  has  boen  to  secure  iLoney  and  workers  to  adequately 
equip  and  man  the  field  and  the  jcovement  is  meeting  with 


1.  Cannon.   Leaves  from  my  notebook,  Nashville  Christian'* 

Advocate,  Feb.  24,  1922 

2.  Report  of  tho  Board  of  Missions,  1922.  Methodist  Episco- 

pal Church,  South,  page  139. 

3.  The  Centenary  Making  Good.   Missionary  Voice,  May  1920 

4.  Leaflet.  "Lydla  Patterson  Institute  a  Missionary  Special". 


:«     W0I 


iX'V* 


foe 


wax: 


'CO  I: 


nr^t     A 


.  i..'i. 


OS    e-'f't 


ami  baa  q 


-101- 


auooess  in  both  reapeots*   Figures  on  the  number  of  new 
workers  entering  Mexico  are  not  available «  but  there  were 
202   new  nisaionaries  sent  to  all  fields  during  the  quad- 
renniuBi  1918-1922,  and  a  good  portion  of  then  have  entered 
■ezioo* 

The  outatanding  effects  of  the  centenary  have  been 
that  more  money,  more  worker  a  and  better  equipment  have  been 
secured  to  prosecute  the  work.  Methodists  at  hone  and  in 
foreign  lands  have  realized  a  new  sense  of  world-re aponsib 11- 
ity  and  have  united  in  a  great  forward  mOfW0wmnt.       The  achools 
in  Mexico  have  been  placed  in  a  poaiticxi  asl  never  before  to 
aid  in  the  advancement  of  the  nation* 

The  centenary  movement  together  with  the  soning 
of  the  field  of  Mexico  and  the  new  spirit  of  liberal !•■ 
resulting  frcn  the  revolution,  have  placed  the  schools  of  the 
Methodist  Ohurch,  South,  in  a  position  of  great  responsibility* 
The  door  of  opportunity  has  been  flung  open  wide,  for  the 
Mexican  people  are  more  eager  than  ever  before  for  educational 
opportunity,  the  efforts  of  the  schools  have  been  focuaed  on 
a  definite  field  and  more  money,  equipment,  and  workers  have 
become  available  than  ever  before  in  the  history  of  Method! sm* 


1*  Report  of  the  Board  of  Mi  as  ions,  Methodist  Episcopal  Church, 
South,  1922.  page  14 


't' 


tQ  a^ 


8iC 


O't 


^«fr.-»«  m-' 


iL^'W 


^  £HJi,«J  13  i.  W  V  t?  "i 

-mftofj^o  ^o  •TOO  5  ®rff 


^m^e 


iiWinwiiOi  p    mil     iii^*1— I— w 


-102- 


CHAPTBR  IV. 

Sui!inia3*y  of  the  Present  Status  ' 

of   tUe  ^hools* 

mild   the  e^  •*"* 

The  present  conditions  of  the  schools  has  been 
shown  through  the  results  of  the  questionnaire,  an  exam- 
ination of  the  present  Course  of  Study,  the  effect  of  the 
post-war  conditions  in  Mexico,  the  di vision  of  territory 
by  the  various  denominations  having  missionary  activity  in 
Uexicot  and  the  Centenary  movement.   Though  the  schools 
have  introduced  many  new  extra-curricular  activites  and  are 
performing  a  real  service  through  their  efforts,  there  is 
much  room  for  further  development  in  this  field*   The  team- 
spirit  and  apprecitation  for  fair  play  are  being  stimulated 
through  the  introduction  of  team  games  and  will  be  increas- 
ingly important,  for  Mexico  has  never  had  a  great  national 
ganie  •  The  great  needs  which  have  been  brought  to  light  by 
the  questionnaire  are  those  of  health  supervision,  the  cai- 
servation  of  the  interest  of  the  alumni,  and  the  standard- 
ization of  the  administration  of  the  schools.  The  examination 

of  the  course  of  study  added  to  these  the  need  of  vitalizing 
the  program  of  secondary  work  and  the  expansion  of  vocaticnal 
training.   The  commercial  work,  the  teacher  training,  and 


mj4u4c, 


^nr^b  ■S:L*ol*T^ 
ttf  #11^11  o^   Jii^iJo-KJ   ris»tf  avajd  doXri 

-JCD3  ,  rtO  .fSlYtSQlfS     :  "     lO     ') 

-  ■'■    ''biiHjti    ijaj    i^'i><    4  iumuxa    sua  •  Xv 


-103- 


the  courses  preparing  for  the  ministry  and  other  Christian 
service  are  continuing  to  send  young  men  and  women  out 
prepared  to  aid  in  the  advancement  of  the  nation.   The 
elementary  work  seems  to  be  based  upon  sound  educatl cnal 
theory  and  the  courses  if  properly  given  arc  rich  in  civic 
values.   The  three  movements  outside  of  the  schools  have 
prepared  them  to  mmet  the  new  needs  which  added  responsibil- 
ity and  greater  opportunity  present. 


-104- 


PART  III 

INTRODUCTION 

The  Future  Educational  Program  of  the  Methodist 
Church,  South,  for  Mexico. 


Because  of  its  very  nature,  democracy  builds 
upon  the  past,  ministers  to  the  present,  and  provides 
for  the  future.   For  the  schools  of  the  Southern  Meth- 
odist Church  in  Mexico,  then,  to  have  succeeded  in  a 
measure  in  diffusing  the  ideals  of  democracy  in  the 
past,  and  to  be  continuing  to  contribute  to  t/.exlco's 
present  civic  progress  but  makes  the  challenge  to  serve 
in  the  future  greater.   This  portion  of  the  discussion 
consists  in  a  consideration  of  the  future  procedure  of 
the  educational  program  of  the  Methodist  Episcopal  Church, 
South,  in  Mexico  if  it  fulfills  its  mission  in  stimulating, 
guiding,  and  cooperating  in  the  development  of  Mexico  as 
a  democracy*   To  adequately  meet  the  needs  of  :^exico  it  is 
necessary  to  understand  what  those  needs  arej  ,  Uieref ore 
the  first  phase  of  the  subject  deals  with  a  brief  discussion 
of  some  of  outstanding  political,  economic,  social  and 
educational  needs  of  Mexico,  while  the  coiiClusion  presents 
suggestions  regarding  the  educational  program  to  meet  these 
needs. 


UiU\J 


uJ'sa  .>8. 


TLO     3 

ioleawosifc  Isiid  ft  xi^^lii   sX 

. 8bd80 


-1C5- 


PART  III 

The  Future  Fducatlonal  Progrwn  of  the  Methodist 
Church,  South,  for  Mexico, 

CHAPTER  I 

Outstanding  Needs  of  Mexico, 


Politically,  ;.iexlco  today  is  face  to  face  with 
a  ^rave  situation.  She  is  passing  throu^  a  period  of 
reccnatructi en  after  ten  years  of  strife  and  lawlessness. 
Piose  who  took  part  In  the  revolutions  were  of  varying 
types,  "intellectuals,  liberals  keenly  alive  to  the 
cmmtry's  needs,  men  of  reactlcinary  principles  seeking  to 

serve  personal  ends  by  Joining  the  victors;  adventurere 
and  poli^  clans  anxious  for  office;  lawless  men  of  every 
sort  who  saw  in  the  turmoil  and  confusion  of  civil  war  an 
opportunity  for  loot  and  plunder  such  as  their  fathers  had 
enjoyed  before  the  days  of  Diaz.  Finally  there  was  a  great 
host  of  peops  and  Indians  fighting  for  vague  ideas  of  liberty 
and  Justice,  whatever  that  might  mean,  or  out  of  the  instinct* 
ive  delight  in  revolution  so  deep  bred  in  certain  classes  of 
Mexicans*"  ^  The  present  administration  must  still  deal  with 
all  of  these  classes  of  people,  but  fortunately «  the  great 


1.   Cleland.   Mexican  Year  Book.  1920-21.   Page  70 


oi 


liiiji 


X^'-  V      ^JQl 


'^  IX S*^  i»'iji 


•im.     ^1 


£q   ham  ioo 


.''Vi 


lo  IX® 


•^^  X   •atooa  i«9^  fiUi  iXdXD 


-106- 


majorlty  of  the  Mexican  people  are  weary  of  war  and  longing 
Sor  peace.  It  resaina  to  be  aeen,  however »  whether  .:bregon 
will  be  able  to  control  the  reactionary  forces  long  enough  to 
weld  the  nation  |.ogether«   '*He  is  confronted  with  perplexing 
jxroblenis  from  every  conceivable  sphere »  frcm  the  dcmalns  of 
foreign  policy,  as  well  as  from  Internal  legislation,  constitu- 
tional law,  national  economy  railways,  waterways,  labor, 
finance,  and  the  array****^  In  short,  Mexico  mast  be  eliaQged 
frcm  a  revolutionary  republic  to  a  well-ordered  community. 
The  chief  problem  in  bringing  this  about  is  to  transform  her 
Oitisens  into  a  group »  conscious  of  the  needs  of  iteir  eountry 

>-■■  *i  ■-,   -^      *3t  *  ■;,  V-«.      ■,■!.   * 

and  ready  to  bear  their  share  of  responsibility  in  bringing 
about  the  progress  of  the  nation.  For  too  many  of  them  have 
become  conscious  of  the  rights  of  the  Indlvidtialtlmt  because 
of  ignorance  and  the  lack  of  experience  in  government ,  have 
not  yet  comprehended  the  duties  envolved  and  the  responsibility 
the  exercise  of  these  rights  entail* 

Many  CgUs^B  of  t^e  policltal  unrest  in  ^:exico  have 
roots  which  run  far  back  in  the  past—economic  and  social 
conditions.  One  of  the  greatest  eauses  of  oeonoHlo  suffering 

ilia  '■■  C»  te-^v-       ■j;f:' 

wa&  the  system  of  large  land  holding  by  the  rich,  and  the 
accompanying  evil  of  the  system  of  peonage.  The  rich  had  become 


1.  Dillon.   Llt#  Digest.  Dec.  24,  1921. 


,^I**££OX  hi  .  i8S«f   0ii;-  •  sM  ii(iv  ,.airf 


ni  ;  "t  :i>  Ci  /^ 


8nlxaXq-X0 


1»  *tl 


*i5T 


oq  axi 


i?;  3    fan©   ,iiOjtri  9if^   f<l 


i  iQ,    •  X 


-107- 


richer  and  the  poor  poorer.   The  coraraon  people  were  suppressed 
and  downtrodden.   It  is  no  wonder,  then,  that  when  they  became 
aware  of  their  rights  they  became  intoxicated  with  the  idea  of 
freedom.   They  must  be  taught  now  that  they  also  have  duties 
to  perform.   This  agrarian  question  was  one  of  the  main  issues 
in  the  recent  revolution,  and  though  the  power  of  the  large 
land  holder  has  been  broken,  the  Mexican  people  are  now  at  a 
loss  to  know  what  to  d  o  \iith  the  land,  for  the  mass  of  laborers 
are  unskilled  in  farming  and  in  industry,  A  recent  analysis  of 
laborers  in  Mexico  attributes  the  lack  of  skill  to  lack  of 
training,  apathy,  improvidence,  lack  of  ambition,  and  in  turn 
attributes  these  causes  to  the  more  fundamental  causes  of  an 
economic  and  bocisl  nature.  Among  these  are  lack  of  industrial 
and  primary  education,  the  land  tenure  systems,  alcoholism, 
malnutrition  and  the  great  number  of  "fiestas"  or  religious 
holidays.   Mexico  is  rich  in  economic  resources,  and  her  chief 
industries  are  mining,  stock  raising,  agriculture  and  mamafact- 
uring.  But  because  ttie  people  have  been  ignorant  and  untrained 
other  nations  have  secured  control  of  these  resources  and  ex- 
ploited t^icra.   Tlie  following  information  illustrates  the  point 
in  question. 


1.  Mexican  Year  Book.  1920-21.   Page  339 


■im  S&si^   ♦Sf 


t® 


te 


jds   BQ^anSe. 


>r>rm 


im»  nadoii 


-108- 


In  1919  of  the  capital  engaged  In  mining: 

17%   WAS  American  capital 
15%  was  British 
b%   was  Mexican 
Ij^  was  French* 

It  cannot  be  denied  that  the  development  of  industry  by 
foreign  capital  has  had  some  beneficial  results  such  as 
the  paying  of  higher  wages  and  the  consequent  raising  of 
the  standard  of  living,  but  it  is  only  just  and  right  that 
the  Mexicans  should  be  educated  and  placed  in  the  position 
to  manage  and  develop  their  nation  themselves. 

The  first  attempt  to  establish  a  national  system 
of  education  was  made  in  1896  when  a  ministry  of  education 
was  established  and  the  system  was  made  free,  secular,  and 
nominally  compulsory  for  children  between  6  and  12  years  of 
age--*-  The  states  were  left,  however,  to  use  their  own  dis- 
cretion in  following  the  plans  as  adopted  in  the  Federal 
District.   Consequently  the  system  was  not  developed  in  many 
of  the  states.   Today  Mexico  is  facing  a  tremendous  education- 
al problem.   Of  a  population  of  16,000,000  it  is  estimated 
that  between  70%  and  80%  are  illiterate.  The  Mexican  schools 
both  public  and  private  will  accomodate  a  million  people.  In 
1910  about  900,000  were  rep  r ted  In  attendance  in  all  the 
schools  in  Mexico;   this  is  less  than  one-fourth  of  the 


1.  Mexican  Year  Book.   t919.   Page  125. 

2.  i.:exican  Year  Book.   1919.   Page  62. 


c  .-:.  .1  .nil    £>©d^.|:Xd«i; 


•-_,   5..    i.  Kj  »4*<. 


•axis  am  oxi   «v'  j^^Bia.silf 

h  ^    ■         Biiiwoilcl  ill  ft' 

OBSmmlS-m-  ^i  ^i  000, Oi     .  -toiS^lv 


-109- 


•stlmated  school  population*  In  addition  the  eduoati cnal 
problem  is  further  complicated  by  the  racial  differences  , 
the  intense  regionalism,  the  lack  of  adequate  communication 
and  transportation  and  by  the  lack  of  a  common  language » 
since  many  of  the  Indian  tribes  in  remote  places  continue 
the  use  of  their  dialects.   In  spite  of  these  discouraging 
facts,  efforts  are  being  made  to  meet  Mexico's  educational 
needs  by  instituting  a  system  of  public  education,  and  many 
efficient  leaders  have  advanced  various  plans  for  meeting 
the  situation.   "Mexican  authorities  are  familiar  with 
modern  pedagogy  and  their  schemes  are  usually  based  on  up- 
to-date  principles.  What  their  system  needs  is  stability 
with  gradual  adaptations  to  the  peculiar  conditions  that 
confront  them,  so  as  to  make  the  system  more  practical  and 
the  methods  of  ins  true  ti  oi  more  thorough.   Mexicans  them- 
selves do  not  hesitate  to  say  that  their  present  system  is 

2 

too  superficial.     At  present  there  is  no  fixed  source  of 

school  revenue.  Some  states  use  a  land  tax  for  raising  school 

funds  while  others  employ  a  poll  tax.   There  is  little  unifor- 

ity  in  furniture  and  equipment,  in  .the  Mexican  public  schools 

since  mamy  of  the  buildings  were  obtained  by  confiscating  the 

property  of  the  Catholic  Ohurch.   In  addition  there  are  very 
few  text-books  in  Spanish.^  Mexico  must  devise  adequate  means 

!•  Cox.  Mexican  Year  Book.   1920-21.   Page  571. 

2.  Cox.  Mexican  Year  Book.   1920-21.   Page  370. 

3.  Cox.   Mexican  Year  Book.   1920-21.   Page  371. 


abtSM^l  0  0ii»?:jp#fc*  J.C 


aUI-;  ioL:0 


(Sua   lo  oie^are  & 


ci<l  mnUim 


v>/ js-ma.Ja2> 


1^     lo     0 


>l«i 


.1   WW    .S&.Vl  '^'i^ 


«•   m 


•  Iml 


iXoor. 


ItiSO/Xf; 


.QVfi  ©3* 


ooix^M 


'v.»r'5>f>  f 


-110- 


of  building  up  an  effeotiye  system  of  public  aduoati  en 
which  will  weld  the  nation  together  by  providing  a  cc»nmon 
language,  common  ideals  and  purposes,  and  prepare  the  people 
tc  beooBS  efficient  citizens  in  a  democracy. 

Another  social  problem  which  is  confronting  Mexico 
today  is  that  of  the  health  of  the  nati  oi.  The  extreme  fat- 
alism of  the  people  makes  it  impossible  to  enforce  quarantine 
laws,  consequently  epidemics  are  common*   In  addition  mal- 
nutrition is  wide  spread  because  of  the  general  prevalence 
of  ignorance.  A  recent  investigation  of  health  ooriditions  in 
Mexico  states  that  there  is  four  times  as  much  sickness  and 
death  among  the  Mexicans  as  a  whole,  as  among  Americans*  That 
maleria,  venerial  diseases,  tuberculosis,  yellow  fever,  typhus, 
hook-worm  and  small-pox  have  taken  a  tremendous  toll.   Still 
another  authority  in  commenting  upon  the  exceedingly  high 
rate  of  infant  mortality  states  thnt  more  than  one-half  of  ^he 
children  die  before  their  seventh  year.   One  of  Mexico's 
greatest  tasks  then  is  to  institute  methods  of  conserving  th« 
health  of  her  citizens. 

In  attempting  to  provide  educati  oial  systems  fcr  any 
group  it  is  necessary  to  know  something  of  the  characteristics 
of  the  group.   The  Mexicans  are  no  exception  to  the  rule  that 


1.  Mexican  Year  Book*   1920*21.   Page  539. 
2*  Thompson.   People  in  Mexico.   Chapter  II. 


a  iiisj-ie^s  :^v  ■    %«  ^x-PiixjG    lo 


d^  a*i^ 


ja  xc 


?!■    9t*t^\ 


^VJL. 


f       -.  n?107 


J-K 


•  8£S9SMlO 


/mga 


^0X9 


-JLXA- 


m  ■   1 

"nature  does  n  ot  rhyme  her  children"   and  there  are  as 
▼arying  kinds  of  pers  amlities  among  the  Mexicans  as  among 
other  nations^  hut  there  are  also  certain  outstanding  national 
characteristics  which  are  noticeable.  The  Mexicans  are  cour- 
teous ,  kind,  generous  and  warmhearted,  but  they  lack  the 
stability,  directness,  energy,  and  strong  moral  purpose  of  the 
Anglo  Saxons • 

One  reason  for  this  lack  of  high  ethical  standards 
is  due  to  the  utter  divorcement  of  conduct  and  religion  as 
taught  by  the  dominant  church.   The  new  spirit  of  liberalism 
which  has  resulted  from  the  Revolution  has  caused  hundreds  to 
turn  away  from  the  church*   Some  are  drifting  about  dispensing 
with  all  religion  while  others  are  searching  for  a  religion 
which  will  be  consistent  in  teaching  and  practice.  Much  of 
the  unrest  in  Mexico  is  due  to  the  spiritual  and  religious 
needs  of  the  people*   Psychologically,  the  Mexicans  are  im- 
pulsive, imaginative  and  highly  emotional*   They  are  artistic 
in  temperament  and  an  aesthetic  appeal  obtains  a  ready  res- 
ponse fr::)m  them*   They  are  patient  and  docile  when  dealt  with 
sympathetically  and  are  capable  of  great  loyalty,  but  their 
pronenesa  to  emotionalism  makes  them  excessively  sensitive  and 
a  great  amount  of  tact  is  required  in  dealing  with  them*   They 
are  patriotic  to  the  soul,  but  they  need  to  be  guided  into 
intelligent  action  to  prevent  this  feeling  from  becoming  mere 
sentimentalism. 

1«  EmeTaon. 


f 
88    &%A    ©1^ri^  "n  #TQUijBitt** 


^rror; 


''IM    ftJiAO  ^ 


to    I.C^ 


j-^   &C    OJ 


if$  &*s 


XII(S£»4b 


ai 


:fe©sn 


-112- 


In  the  face  of  the  many  political,  economic  and 
social  shortages  revealed  in  this  brief  presentation,  it 
is  nothing  short  of  remarkable  that  the  people  of  Mexico 
have  held  so  stubbornly  to  their  dream  of  democracy.  If 
democracy  were  a  static  form  of  government  where  perfect 
Justice y  perfect  loyalty,  and  perfect  unity  obtained,  then 
indeed  Mexico  would  be  a  complete  failure  as  a  democracy. 
But  democracy  is  a  set  of  progressive  ideas,  ideals,  and 
purposes,  and  though  Mexico  may  have  fallen  short  of  those 
ideals  in  many  respects,  she  is  committed  to  the  creed  or 
democracy*  She  is  on  the  road  to  d emocracy  and  merits  every 
assistance  to  speed  her  on  the  way. 


8/lv  O0ll»<3|     bog     ,\  Of^ltf 


-113- 


CHAPTER  II 

Suggestions  for  the  Future  Educational  Program 

of  the  Methodist  Episcopal  Church,  South, 

in  Seven  Centers  of  Its  Mexican  Work. 

A  forward  look  reveals  many  ways  4i;i,  vhlch  the 
educational  program  of  the  Methodist  Episcopal  Church, 
South,  may  contribute  in  the  future  to  Mexico's  advance- 
ment toward  the  goal  of  democracy.   Because^or  the  degree 
of  success  which  the  i^outhern  Methodist  Schools  have  had  in 
the  past  in  promoting  democracy,  and  becaiuse  of  their^-^.,  ,,*' 
present  improved  equipment  and  enlarged  staff  they  are  i|i 
the  position  to  make  a  still  greater  contribution  to  Mexico's 
advancement.   The  mission  schools  have  blazed  the  way  for 
the  development  of  educatipjat.  in  Mexico.   The  time  has  now 
arrived  for  the  establishment  of  an  efficient  school  system 
to  be  maintained  and  operated  by  the  government.  By  maintain- 
ing an  attitude  of  helpful  co-operation  and  by  making  their 
own  system  more  effective  the  mission,  schools  may  stimulate 
and  aid  the  advancement  in  the  government  system  cf  education. 

The  first  suggestion  for  the  future  procedixre  of 
these  schools  is  one  which  would  prove  HJ^s  distinct  service  in 
this  regard.   The  political,  soci a  1  and  economic  conditions,  f 
in  Mexico  have  been  changing  rapidly  i^Ml^eilast  few  years; 


II   flaT^AHO 
•  iloW  liboXxqU  aJI  lo   eiainsO  aevaS  al 


?,d^    rfn/r^w    fft    ?5i/aw    ■vrf«m    8lB9V^*t    >^'">c  •.         .     .^lO'l    -^ 

■^   -^'ysn  .  ;— i.-^^   'T.-.    .  ;^,a  ,.,iij    i^M;o..wj    Jn9fn 

ill  .0;si# -avx.  ■islbOtt^QiVi  tt'i&iidjjo*-  axlJ  tiol£^   BBBaous  'lo 

'ooxx©i4  oJ   iio X iijd i*x J noo  *xt^Js9*i3  iii<i;f  rlilaoq   9x1^ 

/lol  Y8W  9rfcf   basald  ev8if  ^Xopd^e  rrdieelrfi  erfT      .cfnsr^^orisvbe 

WOil-    Bfijl     ^J'lAvJ      eXlT  .UOj.Aa-M'"0i     U-^XJ..-  X>J      Jli  ■;?;,. ;nUJ..  ■      J'tJ 

md^B'^B  looiioa  ins io  111.9  ««  to  xtnsifrlsiicrBisa  adi   'lol  bevliiB 

-  [sinism  ^  .  jnermiievc*^  oxicf  %^  fce,:fBT:9qo  brfB  bonlGJriiBm  od  o>t 
ilanj  ^iiiiBfn  ^d  dcib  xiGXJBiaqo-oo  Xx^lqXan  "io  obi/jiJis  ns  giix 
9ifll0mii8  x&m  8Xooilo^ia©i:E8l:in  exii  sv  1^0^119  9''ic 

.nolieox/bs  Id    mactsrs  ^neitinisyo-j  .     ^nsmsonsvba    sdJ    bli'   bns 

Ic  aiiibsDOiq.  9Ti/*JiJi  DitJ  ,*xol  noxJaag^i/a  \:fai.! 

'  nl  ©Diviee  ,Jo0j:i8i:b  Ig  ©vo*ii|  t^ljjow  rioxilw  ^i 
enolcfibntjo   olmortoo^  brii-  ^.       ,     ~>3l^iIoc 

;8is9Y"  W9l.  JSBi    sxiJ  xil    Y-^^-^QA^  ^nXgnsoo    iiiSu.: 


-114- 


edueational  theories  and  metbods  hATe  also  been  making  many 
advances  of  late,  while  the  schools  which  seek  to  minister 
to  society  have  tended  to  be  c  oiservative  and  have  not  changed 
so  rapidly*  If  the  Mission  Board  of  the  Methodist  Episcopal 
Church,  South,  would  secure  a  committee  to  make  a  survey  of 
the  conditions  in  the  nation  and  in  the  schools  and  suggest 
■ethods  of  re organ! zati  en  of  the  school  program  in  order  to 
meet  the  needs  brought  to  light,  it  would  prove  of  great     ^, 
benefit.   The  committee  should  be  composed  of  representative 
Mexicans citizens  conversant  with  the  conditions  in  the  nation, 
of  educational  experts,  and  of  experienced  workers  from  the 
iichools,  in  order  to  secure  a  comprehensive  consideration  of 
the  situation.   Suoh  a  survey  and  reorganization  would  result 
in  the  application  of  modern  educational  me thai s  to  Mexico's 
own  peculiar  problems.   The  adoption  of  new  methods  in  the 
mission  schools  would  in  time  affect  the  work  of  the  govern- 
ment schools  and  thus  the  entire  program  of  education  in 
Mexico  would  be  advaiiced. 

A  second  suggestion  is  based  upon  the  findings  of 
the  questionnaire  sent  out  for  this  paper.  Each  of  these 
schools  is  working  entirely  independent  of  the  other  while 
much  of  mutual  benefit  could  be  realised  if  they  were  brought 
into  a  unified  system.   This  could  be  done  by  the  appointment 
by  the  Board  of  Missions  of  tthe  Southern  Methodist  Church,  of 
a  Superintendent  of  Education  whose  duties  would  be  to 


Tftd 


fi»'?r<iir»     f- 


'^    !?>t?  f' 


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b> 


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■-w«flf-1^  fro 


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.  b^T) 


^i0.jt«^  'i.0 


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-116- 


supervise  and  administer  the  edueatlcnal  program  of  the  entire 
field.   The  compactness  of  the  territory  since  the  recent 
zoning  of  the  mission  work  in  Mexico  would  facilitate  th« 
admlni strati  en  of  the  field.   By  centralizing  the  admlni strati  en 
of  the  e  ducatiodial  program,  the  requirements  as  to  the  qual- 
ification of  teachers,  the  length  of  school  term«  the  methods 
of  grading 9  and  the  course  of  study  could  be  stabalized  and 
made  more  effective,  as  direction  and  unity  of  purpose  would 
be  secured. 

These  two  suggestions  have  to  do  with  the  organisation 
end  administration  of  the  work  and  as  is  always  the  case  with 
administrative  problems  it  would  take  time  to  put  them  into 
effect.   Though  eventually  the  survey  and  the  appointment  of 
a  Superintendent  of  Education  would  be  of  utmost  value  in 
directing  the  educational  prograra  of  the  Methodist  Church,  South, 
the  possibility  of  securing  this  action  is  somewhat  remote. 
There  are,  however,  certain  inaediate  needs  which  are  so  evident 
that  the  individual  schools  could  begin  to  meet  then  at  once. 

The  following  specific  sizggestions  are  made  with  two 
great  functions  of  education  as  determinants  of  action.  These 
functions  are  based  on  two  forces  which  are  always  operative  in 
society.  The  first  of  these  is  the  force  which  is  always  working 
to  produce  unity  and  solidarity  and  known  as  integration.  The 
second  is  a  force  which  is  always  working  to  destroy  unity  and 
is  known  as  differentiation*  Education  in  meeting  the  needs  of 


".isjjp   t>i 


bl;:0w  ^ao:^'iiiw 


'SJ01.  rbn&n 


■It  &&   «&v. 


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r*  <,'%  ^^  i3>,  -Tfj^  a        c» 


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*^    i»e!f!    O^ 


blL*o 


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^vLti? 


iJa'AVB     »" 


Jl.'^'      a  »>":!?;:;> A  J       ■■' ■ 


-lirayiiA 


-116- 


society,  of  necosslty,  must  take  on  something  of  the  character- 
istics of  both  of  these  forces.   By  the  creation  of  certain 
common  habits,  attitudes  and  ideals  it  exercises  its  integrat- 
ing function,  and  by  taking  into  account  individual  differences 
and  capacities  it  employs  differentiation* 

The  integrating  force  which  should  direct  the  education- 
al efforts  of  the  Southern  Uethodist  schools  in  Mexico  lA^the 
future  may  be  stated  in  the  terms  of  the  Master  Objective  of 
civic  education  for  any  democracy,  which  is:   "to  produce  a 
forward-looking  creative  citizen  who  believes  in  democracy, and 
who  is  prepared  to  share  its  responsibilities  and  make  a  con- 
tribution to  its  further  development."  ^  There  are  seven  great 
objectives  of  all  education  as  stated  by  the  Commission  on  the 
Reorganization  of  Secondary  Education  in  the  United  States,  and 
because  the  attainment  of  these  objectives  results  in  the 
development  of  the  highest  type  of  citizenship  for  a  democracy 
they  are  here  set  up  as  the  objectives  which  the  schools  of  the 
Methodist  Episcopal  Church,  South,  should  strive  to  attain  in 
its  future  educational  program  for  Mexico.  These  objectives  are: 

1.  Health 

2«  Comjnand  of  the  fundamental  processes 

3«  Worthy  home-membership 

4.  Vocation  training 

5.  Citizenship 

6*  Worthy  use  of  leisure 
?•  Ethical  character      2 


1«  Lectures  of  Dr.  Alexis  P.  JJange.   University  of  California.  1922. 
2»  Cardinal  Principles  of  Secondary  Education.   Bui.  55,  pp.  10-11. 


Oiij   t  ,  ^1  a^v  'i©  ^fc 


t   ©?t*r^e  M  lOds   »n 


^afi@0' 


01    .qq   .. 


-117- 


Though  integration  and  differentiation  take  place 
in  each  of  these  types  of  education^  some  of  them  place  more 
emphasis  upon  one  or  the  other  function •  All  of  the  schools 
should  stress  the  conservation  of  health,  the  use  of  the  fun- 
damental processes,  worthy  home  membership,  good  citizenship, 
and  worthy  use  of  leisure,  and  the  development  of  ethical 
character.  Vocational  education,  however,  demands  varying 
types  of  training,  and  consequently  stresses  differentiation. 

Health  education  is  of  great  importance  because 
health  determines  the  vitality  of  a  nation*  With  public  health 
conditions  in  such  a  deplorable  state  in  r&^xico,  it  becomes 
increasingly  important  for  the  schools  to  adopt  a  program  from 
the  kindergarten  through  the  entire  school  which  will  train 
the  pupils  in  correct  habits  of  health.  The  delightful  health 
rhymes,  plays  and  games  of  the  Child  Health  Organization  of 
America  captivate  the  children  at  once  and  secure  their  co- 
operation in  striving  to  reach  certain  health  standards.   If 
this  literature  were  tsanslated  into  Spanish  it  would  prove 
equally  effective  with  the  Mexican  children.   In  addition  each 
school  should  give  a  thorough  physical  examination  to  every 
pupil  and  secure  the  early  correction  of  physical  disabilities. 
A  school  nurse  is  of  great  importance  in  any  conmimity,  but  the 
value  of  having  one  as  a  member  of  the  school  staff  in  Mexican 
communities  where  it  is  difficult  to  secure j^edic a 1  attention 
cannot  be  over-estimated.   The  last  phase  of  the  health  work 


'Btlli 


^qiamiB&li  li». .  £>c.oa  «c 


■  *  i-:  />  ff     .  >■<  D  ^ .'  ^'jj-' 


-lie- 


should  include  a  physical  Education  department  which  should 
direct  the  physical  development  of  the  pupils  through  exer- 
cises and  games y  and  nholesome  recreation* 

Coiaand  of  the  fundamental  processes*  All  of  the 
schools  should  continue  the  training  in  the  use  of  the  fun- 
damental processes,  such  as  reading, w ri ting,  arithmetical 
computation  and  the  elements  of  oral  and  written  expression. 
The  extension  of  the  ability  to   use  these  tools  of  knowledge 
will  be  of  great  aid  to  Uexioo*  For  the  tremendous  rate  of 
illiteracy  must  be  decreased  if  Mexico  is  to  bccaae  a  nell- 
ordered  democratic  community.  Greater  stress,  however,  should 
be  placed  on  the  work  in  Spanish*  For  it  is  essential  that  a 
common  language  be  developed  and  maintained  in  Mexico.  EngliAi 
has  always  been  popular  and  there  will  be  an  increasing  demand 
for  it  because  of  the  growing  interdependenbe  between  the 
United  States  and  Mexico*  Engliia  should  therefore  be  taught 
but  it  should  be  taught  as  a  foreign  language*   Mexico  must 
be  built  upon  a  citizenship  which  has  a  common  means  of  commun- 
ication, common  ideals  and  common  purposes* 

Worthy  home-membership*  The  training  for  worthy  home- 
membership  is  important  for  both  boys  and  girls*   Home  making 
is  composite  in  nature,  and  the  boys  and  girls  should  be  taught 
that  it  must  be  carried  on  as  a  partnership*  There  are  certain 
responsibilities  and  obligations  to  be  met  as  well  as  the  man^ 
benefits  to  be  enjoyed.   There  are  certain  social,  educational. 


bl 


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>  -f^  -  r  ■ 


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8^ 


ieoqmod  el 


-119- 


and  moral  standards  to  be  maintained  in  common  and  in  add- 
ition each  must  contribute  to  the  enterprise.   The  man's 
distinct  responsibility  is  to  furnish  the  financial  means 
for  the  maintainance  of  the  home^  while  the  woman's  share 
in  the  undertaidng  is  the  conduct  and  management  of  the 
home*   The  woman,  then,  is  to b  e  considered  a  home-maker  in 
a  peculiar  sense.  Because  home-making  Is  so  essential  to  the 
welfare  of  society »  and  because  the  majority  of  Mexican  girls 
marry  and  become  home-makers,  all  of  the  schools  of  the  Meth- 
odist Episcopal  Church,  South,  should  proyide  special  training 
in  this  field.   Since  home-making  is  complex  and  includes 
various  types  of  w  crk,  training  in  home-making  should  be  far 
more  Inclusive  than  the  proverbial  cooking  and  sewing  courses. 
It  should  include:   child  care,  home  nursing,  the  selection, 
preparation  and  serving  of  food,  the  care  of  the  house  and  its 
•quipraent,  the  selection  and  construction  of  clothing  and  the 
expenditiare  of  the  family  budget  in  the  wisest  and  moat  econ- 
omical way.  In  short,  the  girls  who  are  to  guide  the  future 
destiny  of  the  homes  of  Mexico  should  be  trained  to  be  efficient 
producers  and  consumers. 

Vocational  training.   The  object  of  vocatl cnal  train- 
ing is  to  give  each  individual  the  means  of  earning  a  livelihood, 
It  is  essential  that  every  one  in  a  democracy  be  able  to  "pull 
his  own  economic  load",  and  contribute  to  the  economic  well- 
being  of  society.   There  are  varying  types  of  vocational 


'■mmiB  ..8*«A??ew  i5jfil   eX.icfer    .nisod-  BdS  I0  «'5asnl«ir! Ism  9rfi  iD*t 
axij.    ■^:c   ^ngmQ.^siSfiM. tail   j^Mmioa   ^.;-  i.-iajisDixw  chj   uj. 

I44»#i®a  0ri.'    .       .-riiiii  ^iSiOi^i  ^^^Bo  i>X,l££s  ,  :©lsi/Xoal  biuoiiz  il 


-120- 


educatlon:   prevocatlonal  training  axKi  ▼ocational  guidance; 
contlniiation  and  part-time  vocational  training;  and  full-time 
vocati  nal  training.   The  Southern  Methodist  Gohools,  under 
discussion,  should  include  the  prevocatlonal  tralnlail^  and 
vocational  guidance  in  the  upper  grades  of  the  elementary  work* 
The  evening  schools  should  take  care  of  the  part-time  and  ooi- 
tlnuation  work*  The  fullt»tinie  vocational  program  should  be 
enlarged  and  developed  in  the  secondary  department*  Vocational 
education  offers  the  greatest  opportunity  for  the  exercise  of 
the  function  of  differentiation,  in  the  sehools.  Because  ,04^ 
their  past  development  these  are  circumstances  around  prac- 
tically all  of  the  schools  which  place  them  in  a  position  ^^ 
develop  some  special  phase  of  vocational  training. 

In  commercial  training  Palmore  College,  because *oSt 
its  past  achievement  in  this  line,  might  develop  a  more  ex- 
tensive program  and  specialize  es '«  school  of  commerce*  Because 
of  the  well  equipped  play  ground  and  gymnasium  at  MacDonell 
Institute  located  at  Durango,  the  training  of  physical  education 
directors  and  teachers  could  readily  be  made  a  special  feature* 
Organized  play  is  almost  unknown  in  Mexico  and  the  preparation 
of  workers  to  pioneer  in  the  field  of  recreation  and  play  ground 
work  would  be  of  great  civic  value  to  the  ipttion*  Colegio 
Roberts  with  its  well  established  Normal  department  should  de- 
delop  and  extend  teacher  training,  for  the  demand  in  the  future 
for  teachers  will  far  surpass  the  supply*  Lydia  Patterson 


?4  -  5     ^   SJ  .    l    (    S  ,' 


?  .■?  «r'^r>  • 


-121 


Institute 9 with  its  new  Industrial  Annex, is  in  the  position 
to  develop  autumobile  mechanics ,  carpenters,  printers,  tailors 
and  various  types  of  industrial  workers.  Mexico  is  in  need  of 
skilled  workers,  and  Lydia  Patterson  would  render  a  great 
service  in  not  only  preparing  young  men  to  enter  the  various 
occupations  but  also  by  the  development  of  some  of  them  as 
teachers  of  industrial  subjects,  ""or*  ^  -  - 

Colegio  Ingles-Espanol  at  Monterrey  could  render  a 
great  sex*vice  to  Mj^xicoby  turning  its  attention  to  the  train- 
ing of  Public  health  Nurses*  A  Southern  Methodist  hospital  is 
located  at  Monterrey  and  a  correlation  of  the  two  institutions 
would  be  mutually  beneficial.   The  later  years  of  the  Spanish 
preparatory  department  which  corresponds  with  the  Junior  College 
in  the  United  States,  could  be  so  arranged  as  to  correlate  with 
profes£>ional  training* 

The  work  of  Laurens  Institute,  also  at  Monterrey,  if 
developed  along  commercial  lines  and  training  for  mining  eng- 
ineering would  serve  two  great  needs  of  the  eonmunity* 
Monterrey  is  one  of  the  most  active  comnerola  1  centers  in 
Mexico*   In  addition  there  are  two  large  smelters  at  Monterrey 
which  handle  the  output  of  the  mines  of  five  states.   If 
Laurens  Institute  would  arrange  to  correlate  its  work  with  some 
college  of  mines  it  would  render  a  great  service. 


1.  Information  for  Leaders  -  "Monterrey  an  Industrial  Center. 
Page  3. 


^ 


^  ijijuii  ^r.'  't-i'imn^  w''.' 


SJ.  iQ  *^    "ISi  IIMJ  ii  ■'  SJCIJ-   32*J  -i^W     *. 


llifr  »^». 


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t£  ai 


F^~.r  r; 


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't?5 -■.*£! 


^1   0%2 


-122- 


AktI cultural  training »  Because  of  Mexico's  rich 
agricultural  resources  this  phase  of  vocational  training 
should  receive  marked  attention.   The  agrarian  problem  has  been 
of  grave  importance  in  the  past,  but  it  will  prove  to  be  even 
a  greater  problem  in  the  future  If  the  land  which  has  now  become 
available  is  not  tilled.  The  fact  that  the  men  of  the  nation 
neglected  the  cultivation  of  the  crops  during  the  revolution 
has  caused  untold  suffering  in  Mexico.  They  have  gone  back  to 
their  farms  but  they  are  using  the  old  methods  of  tilling  the 
soil*   The  adoption  of  modern  methods  in  farming  will  only  be 
secured  in  Mexico  when  efforts  are  directed  to  the  teaching 
of  agriculture.  The  Southern  Methodist  Church  should  therefore 
develop  this  branch  of  education  as  soon  as  possible.   The 
present  schools  are  not  located  favorably  for  the  development  of 
this  work  but  there  are  rich  lands  in  many  of  the  northern  states 
of  Mexico  which  are  available •  Upon  the  development  of  farming 
depends  Mexico's  future  economic  development,  and  it  cannot 
longer  be  neglected  if  Mexico  is  to  advance  as  Bhe  should* 

* ''  By  sending  out  workers  who  may  make  their  contributions 

to  the  development  of  Mexico  in  commerce,  industry,  mining, 
agriculture  and  the  professions,  the  school  will  render  a  great 
service  in  the  progress  of  the  nation,  for  economic  conditions 
are  essential  for  the  well-being  of  society* 

Citizenship.   There  are  three  distinct  types  of  ob- 
jectives to  be  attained  in  the  development  of  good  citizenship. 


Sfirf  r 


aVO'I^.  AXX- 


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ixoli   lo 


#*fS 


-125- 


The  first  of  these  is  the  development  of  certain  emotional 
objectives  such  as:  the  disposition  to  voluntarily  cooperate, 
the  love  of  fair  play,  the  exercise  of  civic  judgment,  the 
development  of  loyalty  and  neighborliness.   The  second  is  the 
development  of  certain  knowledge  objectives,  such  as  knowledge 
concerning  civic  conditions  and  institutions.   The  third 
objective  is  that  of  the  establishment  of  certain  standards 
of  conduct,  such  as  consciousness  of  responsibility. 

This  three-fold  development  is  dependent  upon  the 
whole  educative  process  but  the  knowledge  objectives  may  be 
reached  in  a  special  way  through  the  study  of  certain  subjects^ 
For  geography,  history,  eooncxnics  and  civics  properly  taught 
may  develop  social  intelligence,  the  realization  of  a  large  group 
consciousness,  and  a  knowledge  of  the  frame  work  of  government* 

This  type  of  instruction  should  be  given  by  all  the 
schools  for  Mexico  is  in  need  of  socially  intelligent  citizens* 
The  people  of  Mexico  must  not  only  be  naturally  conscious  but 
they  must  come  to  an  understanding  of  the  place  of  their  nation 
in  its  relations  to  the  rest  of  the  world.  The  schools  on  the 
border  have  been  in  the  past  rendered  a  distinct  service  in 
encouraging  friendly  relations  between  Mexico  and  the  United 
States.   With  the  development  of  improved  means  of  conmiuni cation 
and  transportation  the  interdependence  of  the  two  nations  is  in- 
creasing thereby  throwing  an  added  responsibility  upon  thess 


-124- 


schools  to  develop  international  friendship  and  mutual  good 
will. 

Training  for  the  Worthy  Use  of  Leisure >   The  extra 
curricular  activities  such  as  Student  Ocvernment,  Camp  Fire 
Circles 9  Boy  Scouts ,  Oirl  Scouts,  dramatics,  school  athletics, 
literary  societies,  photo,  science  and  modern  language  clubs, 
furnish  some  of  the  most  effective  means  for  the  development 
of  loyalty  and  cooperative  action.   Through  participation  in  these 
various  activities  the  tastes  of  the  pupils  are  developed  and  they 
learn  how  to  use  their  leisure  time*   The  extra  curricular 
activities  of  the  Southern  Methodist  schools  should  be  expanded 
and  enriched  so  that  the  students  would  form  habits  of  properly 
spending  their  leisure,  and  would  become  so  Interested  In  certain 
types  of  recreation  and  enjoyment  that  after  they  leave  school 
they  would  exercise  proper  self -direction  in  the  use  of  leisure* 
The  development  of  the  aesthetic  arts  would  be  another  valuable 
means  of  directing  the  Mexican  boys  and  girls  in  the  use  of 
leisure.   The  Mexican  people  are  artistic  In  temperment  and 
they  respond  at  once  to  an  aesthetic  appeal.  Because  of  their 
Innate  love  of  beauty  their  taste  and  appreciation  should  be 
cultivated  and  developed.   In  addition  many  have  artistic 
ability  and  this  should  be  so  directed  that  they  might  contri- 
bute to  society  through  the  arts. 

Ethical  Character*  Education  which  equips  the  indl- 


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Tidual  physically  azKi  intellectually  to  take  his  place  in 

life,  but  which  sends  him  forth  unprepared  to  meet  the  moral 

issues  in  life  fails  in  its  chief  mission.  All  education  should 

seek  to  send  forth  individuals  who  have  the  highest  ethical 

ideals  and  who  will  seek  to  square  their  lives  by  those  ideals* 

Any  type  of  educational  training  which  ignored  the  moral 

nature  of  nan  places  a  weapon  in  his  hand  with  which  to  f  i^t 

against  society.  Because  of  the  present  complexity  of  life 

an  individual  to  be  prepared  for  worthy  group  membership  must  have 

a  sense  of  aoral  values »  must  be  able  to  make  clear-cut  moral 

JudgBMinia,  and  maintain  proper  relations  with  his  fellows.  In 

a  democracy  where  each  exist  for  all  and  all  for  each  the  sense 

of  moral  obligations  is  indispensable.  It  is  in  this  field 

of  ethics  that  the  schools  of  the  Methodist  Church,  South  in 

Mexico  will  make  their  greatest  contribution.  The  primary  reason 

for  their  establishment  was  for  the  spreading  of  Christianity, 

The  very  nature  of  their  fundamental  teaching  that  religion  is 

aubjective  and  objective  means  that  they  will  seek  to  bring  their 

students  into  the  right  relation  to  Ood  and  their  fellowmen. 

In  addition  because  of  the  sense  of  responsibility  which  these 

students  will  obtain  many  will  go  forth  in  the  fields  of  social 

service,  and  the  ministry  to  extend  to  their  ped pie  a  knowledge  of 

a  living  Christ,  in  contrast  with  the  dead  Christ  of  Romanism;  and 

that 

there  is  an  intimate  relation  between  religion  and  conduct.  The 


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ideals  of  democracy  are  based  on  Christian  ethics.   Both 
affirm  the  supreme  worth  of  the  Individual,  the  Interdepen- 
dence of  human  life,  the  need  for  the  spirit  of  neighbor* 
llness,  and  the  necessity  of  a  realization  of  moral  obliga- 
tion.   Thus,  In  teaching  and  spreading  the  Christian  faith 
the  cause  of  democracy  will  be  advanced  and  the  social 
order  Improved. 

Through  the  development  of  the  seven  elements  of 
good  citizenship  as  stated  here  as  the  objectives  for  the 
future  educational  procedure  of  the  schools  of  the  Methodist 
Episcopal  Church,  South,  the  schools  will  help  the  future 
citizens  of  Mexico  to  answer  five  Important  questions: 

1.  What  about  a  home? 

2*  What  about  making  a  living? 

3.  What  about  my  obligation  to  the  nation? 

4*  What  about  my  relation  to  my  fellow  man? 

5*  Whom  shall  I  serve  with  my  whole  heart?  j 

Thtis,  will  the  scnools  seek  to  develop  the  forward 
looking  creative  citizen  for  democracy  and  consummate  the 
work  of  the  past  and  present,  and  so  aid  In  preparing 
Mftxico  to  take  her  place  among  the  nations  of  the  world 
where  she  may  share  in  the  great  task  of  building  for 
world  Union  and  World  Pe-ce. 


1.  Lectures  of  Dr.  L.  A.  Williams,  University  of  California, 
1922. 


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«'-5-ii,V0''i:J1 


V  ■■!- 


a 


X  -.L"¥ 


ox 


.sJt 


■.  ':''^T     tOfiZOS'^'.^-     ■■' -t^:'^        ff^ 


2    ,lia*S£/ji;j    •'^»- 


lO    t»tMQB.    , 


-  W^^ji. 


^i^tai'  '. 


4%  Ji^"  "istsiji^miii  fl 


^v;0*l*ia.HK;'^i  '.  ;^:ri»%*frr^^'    A  ^5'.!  ?-.f:j 


^  w  .<.,4aM»i» 


t0    f^ 


.«^SII^ 


•v  j^  "^         Zi  +  r~.  rf  d 


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':«ahville,  Tenn.   May  1920.  Vol.  X,  No.  6. 


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and  in  Revclution.   Fleming  II.  Revel  1  Co.  N.Y.  1917. 
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»       .-1  i:^  -. 


V  •!>  ^. .. ..  M  J  i  lia  1 


,-^  ^l 


mo 


IV 


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•ri. 


iU  i£: 


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14  DAY  USE 

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Geaeral  Library 

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